OCCUPATION – AND CLIENT – CENTRED ASSESSMENT IN SCHOOL – BASED PRACTICE: ASSESSING CHILDREN'S OCCUPATIONAL PERFORMANCE WITHIN PRIMARY SCHOOLS

Summary of the Workshop This workshop focuses on the implementation of central tenets of occupation-centred practice and client-therapist collaboration (WFOT 2012) in school-based occupational therapy (SBOT) assessment... [ view full abstract ]

Summary of the Workshop

This workshop focuses on the implementation of central tenets of occupation-centred practice and client-therapist collaboration (WFOT 2012) in school-based occupational therapy (SBOT) assessment practice. A literature review was conducted to identify occupation- and client-centred assessment methods and tools suitable for SBOT. A top-down, occupation-centred assessment structure based on the work by Coster (1998), Trombly (1993) and Hocking (2001) was developed to organize assessment methods and tools identified in literature and research into a comprehensive SBOT toolkit.

The SBOT assessment process begins with the identification of important but challenging school occupations. Interviews are used as the primary assessment method, with balancing and juggling of the varying priorities of school staff, parents and child being a particular emphasis during those conversations. Assessment tools such as Canadian Occupational Performance Measure, School Function Assessment and School Setting Interview may be used. The second assessment step uses direct observations of the child performing those challenging school occupations within the school environment. Therapists may choose between universal or specialized observational approaches such as Dynamic Performance Analysis or the School Version of the Assessment of Motor and Process Skills. Therapists carefully consider if assessment of performance components is necessary.

Methods and tools are available for an occupation- and client-centered assessment approach in SBOT. Those methods and tools will be discussed and practiced in small groups using case studies.

Maximum number of participants: 30

Brief description of intended participants:
Practitioners, researchers, students and educators interested in SBOT.