A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings
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| Title: | A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings |
|---|---|
| Language: | English |
| Authors: | Javiera Salazar Rivera (ORCID |
| Source: | Journal of Occupational Therapy, Schools & Early Intervention. 2024 17(3):510-534. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Intervention, Occupational Therapy, Multi Tiered Systems of Support, Assistive Technology, Capacity Building |
| DOI: | 10.1080/19411243.2023.2232806 |
| ISSN: | 1941-1243 1941-1251 |
| Abstract: | This review describes available research on interventions delivered by Occupational Therapists (OTs) in schools to identify the outcomes addressed and in which tiers of support (universal, focalized or intense) the interventions are situated. Previous reviews focus on the effectiveness or efficacy of OT school interventions, but the participation of OTs has not been considered. Electronic database searches were conducted to locate eligible journal articles published in any language and using any methodology. The population were students aged 3 to 16 years, and interventions required to be delivered by OT practitioners targeting any outcome expected from an OT intervention. We identified 50 studies since 1990, the majority of which were pre-post studies addressing mostly school performance and conducted with students aged five to eight years old, with difficulties primarily in fine motor skills and diagnoses such as autism. Interventions were provided across all three tiers of support, but most were focalized interventions addressing academic tasks, particularly handwriting. OTs and researchers should reflect on the outcomes from OT addressed in the published interventions and the tiers of support these interventions have taken. This is vital for the school practice as it is constantly evolving and requires research that considers its reality. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441768 |
| Database: | ERIC |
| Abstract: | This review describes available research on interventions delivered by Occupational Therapists (OTs) in schools to identify the outcomes addressed and in which tiers of support (universal, focalized or intense) the interventions are situated. Previous reviews focus on the effectiveness or efficacy of OT school interventions, but the participation of OTs has not been considered. Electronic database searches were conducted to locate eligible journal articles published in any language and using any methodology. The population were students aged 3 to 16 years, and interventions required to be delivered by OT practitioners targeting any outcome expected from an OT intervention. We identified 50 studies since 1990, the majority of which were pre-post studies addressing mostly school performance and conducted with students aged five to eight years old, with difficulties primarily in fine motor skills and diagnoses such as autism. Interventions were provided across all three tiers of support, but most were focalized interventions addressing academic tasks, particularly handwriting. OTs and researchers should reflect on the outcomes from OT addressed in the published interventions and the tiers of support these interventions have taken. This is vital for the school practice as it is constantly evolving and requires research that considers its reality. |
|---|---|
| ISSN: | 1941-1243 1941-1251 |
| DOI: | 10.1080/19411243.2023.2232806 |
