presented by Yvonne Swinth
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
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…Read full bio
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.