A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings

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dc.contributor.authorSalazar Rivera, J.
dc.contributor.authorAlsaadi, N.
dc.contributor.authorParra-Esquivel, E.I.
dc.contributor.authorMorris, C.
dc.contributor.authorBoyle, C.
dc.date.issued2024
dc.descriptionPublished online: 04 Aug 2023
dc.description.abstractThis 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.
dc.description.statementofresponsibilityJaviera Salazar Rivera, Nouf Alsaadi, Eliana I Parra-Esquivel, Christopher Morris, and Christopher Boyle
dc.identifier.citationJournal of Occupational Therapy, Schools and Early Intervention: innovations in practice, theory, and research, 2024; 17(3):510-534
dc.identifier.doi10.1080/19411243.2023.2232806
dc.identifier.issn1941-1243
dc.identifier.issn1941-1251
dc.identifier.orcidBoyle, C. [0000-0001-6196-7619]
dc.identifier.urihttps://hdl.handle.net/2440/139086
dc.language.isoen
dc.publisherTaylor & Francis
dc.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.
dc.source.urihttps://doi.org/10.1080/19411243.2023.2232806
dc.subjectOccupational Therapists; school; education; multitiered models; outcomes; interventions
dc.titleA Scoping Review of Interventions Delivered by Occupational Therapists in School Settings
dc.typeJournal article
pubs.publication-statusPublished

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