Self-regulation workshop and Occupational Performance Coaching with teachers: A pilot study.

Area of Science:

• Occupational therapy in educational settings.
• Classroom management strategies.
• Teacher self-efficacy and performance.

Background:

• Disruptive student behaviors negatively impact teachers' occupational role and performance.
• Effective classroom management is crucial for a positive learning environment.
• Teachers require targeted support to address challenging student behaviors.

Purpose of the Study:

• To explore the impact of school-based occupational therapy on teachers' classroom management self-efficacy.
• To assess the effect of occupational therapy intervention on teachers' perceived performance and satisfaction in managing disruptive behaviors.
• To pilot a novel intervention combining sensorimotor strategies and Occupational Performance Coaching (OPC).

Main Methods:

• Pilot study utilizing a multiple-case replication design.
• Eleven elementary school teachers participated in a 1-day workshop on sensorimotor strategies.
• Teachers received eight individual sessions of Occupational Performance Coaching (OPC).
• Outcome measures included the Canadian Occupational Performance Measure, Goal Attainment Scaling (GAS), and Teachers' Self-Efficacy Scale.

Main Results:

• Teachers reported improvements in perceived performance, satisfaction, and classroom management skills.
• Goal Attainment Scaling (GAS) indicated clinically significant improvements.
• Positive effects were sustained at a 7-week follow-up assessment.

Conclusions:

• Preliminary findings support the efficacy of integrating sensorimotor education with Occupational Performance Coaching (OPC).
• This combined approach shows promise in enhancing teachers' occupational performance in managing disruptive student behaviors.
• School-based occupational therapy interventions can empower teachers with effective classroom management strategies.