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Related Experiment Videos

Team collaborative practices between teachers and occupational therapists.

K J Barnes1, K D Turner

  • 1Occupational Therapy Department, University of Texas Health Science Center at San Antonio, 7703 Floyd Curl Drive, San Antonio, Texas 78229, USA. barnesk@uthscsa.edu

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|February 24, 2001
PubMed
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Teacher and occupational therapist collaboration in schools shows benefits for student development. However, increased collaboration frequency correlated with fewer individual education plan (IEP) objectives being met.

Area of Science:

  • Educational Psychology
  • Occupational Therapy
  • Special Education

Background:

  • Collaboration between teachers and occupational therapists is crucial for supporting students with diverse needs in public schools.
  • Understanding the dynamics of these partnerships is essential for optimizing student outcomes and service delivery.

Purpose of the Study:

  • To describe current collaboration practices between teachers and occupational therapists in public schools.
  • To explore the relationship between these practices and individual education plan (IEP) objectives.
  • To examine teachers' perceptions of occupational therapy's contribution to student skill development.

Main Methods:

  • A descriptive, correlational study was conducted with 40 teachers of students receiving occupational therapy.

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  • Data were collected via a survey instrument and review of student records.
  • Descriptive statistics and Spearman rank order correlations were employed.

    • Main Results:

    • Teachers and occupational therapists engaged in collaborative practices like joint goal development, in-class collaboration, intervention monitoring, and progress review.
    • Scheduling team meetings presented a significant challenge.
    • Increased collaboration correlated positively with teachers' perceptions of occupational therapy's contribution to student skill development.
    • A negative correlation was observed between the frequency of collaborative practices (team meetings, progress review, goal development) and the percentage of IEP objectives met.

    Conclusions:

    • While collaborative practices enhance perceived occupational therapy contributions, they may be associated with challenges in meeting IEP objectives.
    • Further research is needed to understand and mitigate the negative correlation between high collaboration frequency and IEP objective attainment.
    • Optimizing collaborative models is essential for effective special education service delivery.