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Repeated Transcranial Magnetic Stimulation Combined with Action Observation Training in Children with Spastic Cerebral Palsy

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Learning together for effective collaboration in school-based occupational therapy practice.

Michelle A Villeneuve¹, Lyn M Shulha

¹School of Rehabilitation Therapy, Queen's University, 31 George St., LDA Bldg., Kingston, ON K7L 3N6. michelle.villeneuve@queensu.ca

Canadian Journal of Occupational Therapy. Revue Canadienne D'Ergotherapie

|April 2, 2013

Summary

This summary is machine-generated.

Multi-agency collaboration in school-based occupational therapy (SBOT) improved with stakeholder engagement. This process developed 12 principles and a new service delivery model for better outcomes.

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Area of Science:

Occupational Therapy
Health Services Research
Educational Psychology

Background:

School-based occupational therapy (SBOT) operates within complex health and education systems.
Policy promotes collaborative consultation, but practical guidance for multi-agency coordination is lacking.

Purpose of the Study:

To engage program administrators in examining SBOT collaborative consultation.
To establish an evidence-informed foundation for implementing SBOT services.

Main Methods:

Appreciative inquiry framework and Developmental Work Research methods were employed.
Facilitated workshops involved administrators, providers, and service recipients.

Main Results:

Stakeholder discussions resulted in 12 principles for effective collaborative practice.
Program administrators proposed a new SBOT service delivery model based on shared understanding.

Conclusions:

Cross-agency and interprofessional learning fostered significant program improvement.
Developed principles and models enhance the delivery of SBOT services.