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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 0000-0003-0331-9407), Nouf Alsaadi (ORCID 0000-0002-5661-5456), Eliana I. Parra-Esquivel (ORCID 0000-0002-7686-2833), Christopher Morris (ORCID 0000-0002-9916-507X), Christopher Boyle (ORCID 0000-0001-6196-7619)
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
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  Data: A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings
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  Data: <searchLink fieldCode="AR" term="%22Javiera+Salazar+Rivera%22">Javiera Salazar Rivera</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0331-9407">0000-0003-0331-9407</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nouf+Alsaadi%22">Nouf Alsaadi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5661-5456">0000-0002-5661-5456</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eliana+I%2E+Parra-Esquivel%22">Eliana I. Parra-Esquivel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7686-2833">0000-0002-7686-2833</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+Morris%22">Christopher Morris</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9916-507X">0000-0002-9916-507X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+Boyle%22">Christopher Boyle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6196-7619">0000-0001-6196-7619</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Occupational+Therapy%2C+Schools+%26+Early+Intervention%22"><i>Journal of Occupational Therapy, Schools & Early Intervention</i></searchLink>. 2024 17(3):510-534.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Therapy%22">Occupational Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Assistive+Technology%22">Assistive Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+Building%22">Capacity Building</searchLink>
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  Data: 10.1080/19411243.2023.2232806
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  Data: 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.
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      – SubjectFull: Occupational Therapy
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      – SubjectFull: Multi Tiered Systems of Support
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      – SubjectFull: Assistive Technology
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      – SubjectFull: Capacity Building
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      – TitleFull: A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings
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