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Effective Evaluation Strategies for School Based Therapists

presented by Yvonne Swinth

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Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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This course provides an overview of evaluation considerations when working in public school practice, within the context of the requirements of the Individuals with Disabilities Education Improvement Act (IDEA 2004). Emphasis is placed on selecting appropriate tools and strategies, decision-making and collaboration with other members of the educational team.

Meet Your Instructor

Yvonne Swinth, PhD, OTR/L, FAOTA

Dr. Swinth is a Professor and Program Chair at the University of Puget Sound. She has more than 25 years of experience working in pediatrics, primarily in school-based settings. Within the schools, she has provided therapy services for children from birth to 21 years of age, and has been involved in the development of several…

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Chapters & Learning Objectives

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1. Evaluation and Assessment

In this chapter, we will discuss specific IDEA 2004 requirements that structure the evaluation process in schools including reasons for referral, specific terminology and ethical requirements when using standardized tests.

2. Tools and Strategies

In this chapter we will discuss different tools and strategies used to complete evaluations in school-based settings. Pros and cons of different tools and strategies will be discussed with an emphasis on the domain and process of occupational therapy as defined by the Occupational Therapy Practice Framework, 3rd ed.

3. Evaluation Considerations

When evaluating children and youth in schools, occupational therapists must consider the student, the task and the context. Using a strength-based approach, this chapter discusses different evaluation considerations that can structure the evaluation process by occupational therapists in schools.

4. Writing the Evaluation Summary

Upon completion of the evaluation process, occupational therapists write a summary that describes findings in terms of student participation and function. This chapter provides strategies and considerations for writing the summary.

5. Question and Answer

Yvonne and Sheryl, a practicing school-based OT, discuss the realities of evaluation in school-based practice.

More Courses in this Series

Evaluation Strategies and Case Examples for School Based Therapists

Presented by Yvonne Swinth, PhD, OTR/L, FAOTA

Evaluation Strategies and Case Examples for School Based Therapists

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
In this course, four student (preschool, elementary, middle and high-school age) cases are presented to illustrate best practice considerations for the evaluation process and the assessment tools and strategies to be used within the context of the Individuals with Disabilities Education Improvement Act. Emphasis is on selecting appropriate tools and strategies, decision-making and collaboration with other members of the educational team.

View full course details

Service Delivery in School: An Overview of Best Practice by Occupational Therapy Practitioners

Presented by Yvonne Swinth, PhD, OTR/L, FAOTA

Service Delivery in School: An Overview of Best Practice by Occupational Therapy Practitioners

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
This course provides an overview of occupational therapy service delivery in the schools. Utilizing current research and service delivery trends, emphasis is on best practice strategies. Key issues that may impact professional decision-making in the schools and service delivery (e.g., Common Core, Response to Intervention-RtI, literacy) are discussed. The course also elaborates on strategies for evaluating the need for occupational therapy services in schools.

View full course details

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