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Knowledge translation programs improved participation-focused practices in schools. Targeting occupational therapists and managers at micro and meso levels shifted practice, while macro-level initiatives are needed for sustainability.

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Area of Science:

  • Implementation Science
  • Occupational Therapy
  • Educational Psychology

Background:

  • Participation-focused interventions like Pathways and Resources for Engagement and Participation (PREP) are underutilized in practice.
  • A significant knowledge-to-practice gap exists in implementing these interventions within inclusive education settings.

Purpose of the Study:

  • To explore school-based occupational therapists' and managers' perspectives on knowledge translation (KT) programs designed to enhance participation-based practices.
  • To understand facilitators and barriers to implementing the PREP intervention in inclusive education.

Main Methods:

  • An implementation qualitative study design was employed.
  • Occupational therapists participated in focus groups, and managers completed open-ended surveys after engaging in tailored KT programs.
  • Content analysis was conducted, integrating findings using the Participation-focused KT (P-KT) framework.

Main Results:

  • Ten themes emerged across micro, meso, and macro levels of the P-KT framework.
  • Common themes at the micro (goal setting) and meso (intervention fit) levels were identified for all participants.
  • Macro-level themes, related to policy integration, were primarily identified by managers.

Conclusions:

  • Shifting practice towards participation requires engaging stakeholders at micro and meso levels within the educational system.
  • Sustaining participation-based practices necessitates intersectoral KT initiatives at the macro level and broader stakeholder engagement.
  • The study presents two KT programs aimed at occupational therapists and managers to promote participation and environmental focus in school-based services.