Optimizing Teacher-Occupational Therapist Collaboration: A Multimethod Knowledge Translation Initiative

Area of Science:

• Education
• Occupational Therapy
• Knowledge Translation

Background:

• Inclusive education necessitates collaboration between teachers and occupational therapists (OTs) for students with special needs.
• Despite recommended service models, relational and organizational barriers hinder effective OT-teacher teamwork.
• This study assessed a knowledge translation (KT) intervention's impact on OT-teacher collaboration.

Purpose of the Study:

• To evaluate the effectiveness of a tailored KT intervention in improving collaborative attitudes and behaviors among OT-teacher teams.
• To identify factors influencing successful collaboration within inclusive school settings.
• To measure changes in collaborative goal achievement and perceived collaboration.

Main Methods:

• A 12-week KT intervention involving six sessions for OTs and elementary teachers (n=6).
• Collaborative goals were set using the Canadian Occupational Performance Measure (COPM) and rated weekly.
• Collaboration was assessed using the Modified Index of Interdisciplinary Collaboration (MIIC) and analyzed with descriptive statistics and thematic analysis of interviews.

Main Results:

• While perceived collaboration (MIIC scores) remained stable, significant improvements were noted in 11 out of 12 collaboration-based goals.
• Participants showed average increases of +3.25 on COPM performance and +4.25 on satisfaction scales.
• Qualitative analysis revealed themes of valuing collaboration, the influence of context, supportive learning environments, and shifts in self-efficacy.

Conclusions:

• Contextualized and tailored KT strategies are crucial for enhancing OT-teacher collaboration in schools.
• Providing dedicated time, space, and opportunities for reflection can foster effective teamwork.
• Interventions should address both individual perspectives and organizational/relational contexts to improve collaboration.