Sensory-based intervention in the schools: a survey of occupational therapy practitioners. Issue 1 (2nd January 2019)

• Record Type: Journal Article
• Authors: Benson, Jeryl D.; Breisinger, Emily; Roach, Meghan
• Is Part Of: Journal of occupational therapy, schools, & early intervention. Volume 12:Issue 1(2019)
• Page Start: 115
• Page End: 128
• Publication Date: 2019-01-02
• Subjects: Sensory integration -- school-based occupational therapy -- team collaboration -- team education; Occupational therapy for children -- United States -- Periodicals; Occupational therapy for children -- Periodicals; Children with disabilities -- Education -- United States -- Periodicals; Children with disabilities -- Education -- Periodicals; Periodicals; 615.85150830973
• DOI: 10.1080/19411243.2018.1496872
• Languages: English
• ISSNs: 1941-1243

Abstract

ABSTRACT: Aim : The primary purpose of this study was to investigate the role of sensory-based intervention in school-based occupational therapy. The research questions are: 1. How do school-based occupational therapists (OTs) describe the role of sensory-based intervention (SBI) in an educational setting? 2. Which current practice trends influence sensory-based occupational therapy practice? Methods : Descriptive statistics were generated to summarize current school-based practice trends. Qualitative analysis resulted in the identification of categories related to school-based practice. Participants (N = 94) reported the positive impact of sensory-based interventions in the schools, the challenge of the school context, the value of both teacher and team collaboration, the limitations and challenges to parent collaboration, and the sensory resources within the school context. Results : Results indicate that school-based practitioners should focus on educational and social participation of the students. Conclusion : Outcomes indicate the primary means of improving student participation is via team education and advocacy.