A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings
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(Published version)
Date
2024
Authors
Salazar Rivera, J.
Alsaadi, N.
Parra-Esquivel, E.I.
Morris, C.
Boyle, C.
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Advisors
Journal Title
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Volume Title
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Journal article
Citation
Journal of Occupational Therapy, Schools and Early Intervention: innovations in practice, theory, and research, 2024; 17(3):510-534
Statement of Responsibility
Javiera Salazar Rivera, Nouf Alsaadi, Eliana I Parra-Esquivel, Christopher Morris, and Christopher Boyle
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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 prepost 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.
School/Discipline
Dissertation Note
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Description
Published online: 04 Aug 2023
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Rights
© 2023 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.