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How to Write an OT Educational Evaluation for School-Based Therapists

presented by Yvonne Swinth

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Disclosure Statement:

Financial: Yvonne Swinth receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Non-Financial: Yvonne Swinth has no competing non-financial interests or relationships with regard to the content presented in this course.

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

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

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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.

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 Overview

In this chapter, a review of key principles for conducting and occupational therapy evaluation in the schools is presented. This is followed by a brief review of the occupational therapy evaluation process and tools and strategies that could be used.

2. Components of an Evaluation Summary

In this chapter, the key components of an evaluation summary are described, including the purpose of the evaluation, strategies and functional assessments used in the evaluation, and the resulting recommendations.

3. Summary Analysis

This chapter addresses strategies for conducting an effective summary analysis for a team report and for other next steps, such as determining eligibility for programs under IDEA.

4. Evaluation Summary Discussion

The final chapter of this course features a discussion applying course topics to real situations school-based therapists experience.

More Courses in this Series

Effective Evaluation Strategies for School Based Therapists

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

Effective Evaluation Strategies for School Based Therapists

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
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.

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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.

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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.

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Service Delivery Models in the School: A Case Study Application

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

Service Delivery Models in the School: A Case Study Application

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
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.

View full course details

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