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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

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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.