Satisfactory completion requirements: All disciplines must complete learning
assessments to be awarded credit, no minimum score required unless otherwise specified within the
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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.
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…
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.
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.
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.
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.
Video Runtime: 89 Minutes, Learning Assessments: 39 Minutes
In this course, four student (preschool, elementary, middle, and high school) cases are presented to illustrate best practice considerations for service delivery in schools. These are a continuation of the cases presented in Evaluation Strategies and Case Examples for School-Based Therapists. The course begins with a review of key principles for occupational therapy service, followed by a brief description of the occupational therapy options that can be used. The course then describes cases centered around children in preschool, elementary, middle school, and high school, including service delivery considerations for each age group, different “clients” an occupational therapist may consider when providing occupational therapy, and utilization of the OTPF-III as a guide. The course concludes with a Q&A session discussing issues around transiting to school-based service.
Video Runtime: 73 Minutes, Learning Assessments: 29 Minutes
Writing a school-based occupational therapy evaluation summary can be challenging for some practitioners. The purpose of an educational evaluation is to determine if occupational therapy services are necessary for a student to be able to access and participate in his/her educational program. This course will provide a background for a school-based occupational therapy evaluation and then go over how write an evaluation summary step-by-step. At the end of this course, participants will have a format and considerations for writing an educational occupational therapy evaluation summary.