Social Participation in Schools: A Survey of Occupational Therapy Practitioners

• Published in: The American journal of occupational therapy Vol. 70; no. 5; pp. 7005280010p1 - 7005280010p9
• Main Authors: Leigers, Kelly, Myers, Christine, Schneck, Colleen
• Format: Journal Article
• Language: English
• Published: United States American Occupational Therapy Association 01.09.2016; American Occupational Therapy Association, Inc
• Subjects: Academic Achievement; Autism; Cognitive Ability; Early Intervention; Educational programs; Forecasts and trends; Influence; Likert Scales; Occupational therapy; Peer Groups; Peer Relationship; Private Agencies; Public Schools; Resistance (Psychology); School Districts; School Readiness; Social aspects; Social Environment; Social participation; Social Structure; Student Behavior; Student Participation; Students with Disabilities; Teaching Methods
• ISSN: 0272-9490; 1943-7676
• DOI: 10.5014/ajot.2016.020768

We sought to identify strategies and practices that school-based occupational therapy practitioners use in addressing social participation, their perceptions of competence, and factors influencing their strategies and practices. Surveys were sent to 500 randomly selected members of the American Occupational Therapy Association's Early Intervention and School Special Interest Section; 112 usable surveys were received from 36 states. Respondents reported focusing on internal client factors when addressing social participation. Fewer than half (46.5%) indicated that they understood their role (mean [M] = 4.23, standard deviation [SD] = 1.22), and 57.1% desired greater understanding or ability (M = 4.64, SD = 1.29). Differences were found based on years of experience, service delivery model used, and services provided by diagnosis category. School-based occupational therapy practitioners may need to expand their current practices in addressing student social participation. Findings may be used to develop interventions to address this area of practice.