Autism spectrum disorder: How can occupational therapists support schools?. (February 2020)

• Record Type: Journal Article
• Authors: Grandisson, Marie; Rajotte, Émilie; Godin, Julie; Chrétien-Vincent, Myriam; Milot, Élise; Desmarais, Chantal
• Is Part Of: Canadian journal of occupational therapy. Volume 87:Number 1(2020)
• Page Start: 30
• Page End: 41
• Publication Date: 2020-02
• Subjects: Intervention-level model -- Needs -- Occupational therapy -- Participation -- Schools; Besoins -- Écoles -- Ergothérapie -- Modèle en paliers d'intervention -- Participation; Occupational therapy -- Canada -- Periodicals; Physical therapy -- Canada -- Periodicals; Therapeutics, Physiological -- Canada -- Periodicals; 615.8515
• DOI: 10.1177/0008417419838904
• Languages: English
• ISSNs: 0008-4174

Abstract

Background: Children with autism spectrum disorder (ASD) face multiple occupational challenges in their school, and school staff need additional support to increase their participation. Purpose: The aim of this study is to identify how Response to Intervention (RTI) could be used by occupational therapists to support school personnel who work with children with ASD. Method: In a descriptive qualitative study, three discussion groups were undertaken with occupational therapists and school staff members in Quebec, Canada, to identify the main concerns regarding the participation of children with ASD in school activities as well as the actions to consider when attempting to increase school-related abilities. Findings: School staff members are primarily concerned with frequent outbursts and limited autonomy, along with low motivation and anxiety in children with ASD in diverse school activities and contexts. The actions identified provide guidelines for school and occupational therapist selection, the process to follow, collaborative practices, and support required. Implications: A practice model is presented for occupational therapists who seek to develop school capacity to support the participation of children with ASD.