Graduation Year

2024

Document Type

Capstone

Degree Type

Open Access Capstone

Degree Name

Doctor of Occupational Therapy (OTD)

Department

Occupational Therapy

Abstract

Background: Best practice for school-based occupational therapy (SBOT) alludes to collaboration, consultation, and in-context services in utilizing occupational therapy’s expanded roles to best meet the needs of students. Research supports the workload model as an effective means of maximizing student outcomes and addressing the needs of all students. Many studies explore teacher and occupational therapist perspectives on collaboration, barriers, and facilitators to implementing best practice and a workload model. However, little is reported regarding administrators' perspectives in these areas.

Purpose: This capstone study focused on identifying administrators' perceptions of valued, effective, and successful occupational therapy (OT) services in their districts. This study sought to add to existing research regarding how OT services could best be utilized and implemented in the school-based setting to effectively support students and teachers and align with federal legislation and OT scope of practice.

Theoretical Framework: Two theoretical frameworks, the PEOP model and social constructivism, were employed to analyze the factors influencing administrators’ roles and their perspectives on OT services.

Methods: A descriptive survey design was used for data collection. An anonymous online survey was distributed across one hundred and twenty-five public school districts within a given geographic area. The invitation to participate in the survey included the link to the survey, which consisted of twenty-two Likert scale and rank order questions. The researcher aimed to gain knowledge of administrators’ understanding, perspectives, and implementation of OT in the school-based setting as outlined in federal law.

Results: Out of 67 participants consenting to the survey, 29 surveys were completed. Many participants reported familiarity with the role of occupational therapy as outlined through the Individuals with Disabilities Education Act (IDEA) (100%, n=29) and Every Student Succeeds Act (ESSA) (97%, n=28). Additionally, 50% (n=14) stated they currently use a workload model for the implementation of OT services, and 83% (n=24) indicated that OT services were embedded effectively in their district. These values were inconsistent with the reported utilization of occupational therapists throughout the three tiers of the Multi-Tiered System of Support (MTSS) and the reports of the perceived value and effectiveness of occupational therapy services. Direct services were perceived as most successfully implemented (97%, n=28) and effective (38%, n=11), primarily supporting a caseload medical model. Furthermore, 22 participants (75%) ranked administrative support as a top five factor impacting the successful implementation of OT services.

Conclusion: The outcomes of this study emphasize the importance of school-based occupational therapists taking the initiative to educate administrators about the full scope of occupational therapy. By advocating for a workload model and the integration of occupational therapy services at all Tiers throughout MTSS, therapists can ensure that all students receive the support they are entitled to under federal laws.

Faculty Mentor

Shirley P. O'Brien, PhD, OTR/L, FAOTA

Department Affiliation

Occupational Therapy

Committee Member

Camille Skubik-Peplaski, PhD, OTR/L, FAOTA

Department Affiliation

Occupational Therapy

Department Affiliation

Occupational Therapy

IRB Approval Number (if applicable)

5682

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