THE SCHOOL-BASED OCCUPATIONAL THERAPY PRACTICE FRAMEWORK (SB-OT-PF): ENABLING PARTICIPATION IN PRIMARY SCHOOL LIFE FOR ALL CHILDREN

Background: Internationally, inclusion and participation of children with disabilities in mainstream education is widely supported by government policies. OTs struggle with the shifts in their role and practice required for... [ view full abstract ]

Background:
Internationally, inclusion and participation of children with disabilities in mainstream education is widely supported by government policies. OTs struggle with the shifts in their role and practice required for this specialised area of children’s OT (Erickson, 2010, Swinth & Hanft, 2002).
Method:
The British Medical Research Council (MRC) guidelines regarding research into complex interventions (MRC 2000, 2008, 2014) informed the development and evaluation of the School-based Occupational Therapy Practice Framework (SB-OT-PF). A high-level conceptual ordering of SBOT practice was developed through qualitative research in New Zealand. Those concepts were consolidated, refined and expanded into a comprehensive framework through structured reviews of literature and evidence. The SB-OT-PF was further advanced through mixed-methods research using a process evaluation approach in England.
Results:
The SB-OT-PF consists of four conceptual elements: the inclusive education context, practice principles, reasoning processes, and an OT practice process. Practice principles of occupation-centredness, ecological approach, and client-centred collaboration and consultation shape practice. Interactive-interpersonal and contextual-conditional reasoning are central to decision making. Collaborative problem solving is critical, facilitating a controlled trial and error process necessary to solve the ill-defined challenges encountered in school life. Practice principles and reasoning processes shape an OT practice process embedded in the education context.
Conclusion:
The SB-OT-PF presents a unique perspective of school-based OT equally grounded in practice reality, research evidence and informed by contemporary theory.
Application to Practice:
A comprehensive ‘best-practice’ framework facilitates induction of novice practitioners, continued practice development of therapists and overall service development in this specialised area of practice