presented by Yvonne Swinth, PhD, OTR/L, FAOTA
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
In this chapter, a review of key principles for occupational therapy service delivery in the schools is presented. This is followed by a brief review (from the overview of service delivery course) of the occupational therapy options that could be used.
In this chapter, we will discuss the occupational therapy program for Phoung, a preschooler who is a foster child. The team has completed an evaluation and determined that occupational therapy services should include hands-on services, with team supports and systems supports.
During this chapter, the learner will meet Jose, a second grader who has an autism spectrum disorder. Dr. Yvonne Swinth interviews a school-based occupational therapist regarding how the therapist would approach service delivery for Jose (same therapist that discussed her evaluation approach). Emphasis is not only on 1:1 hands-on services, but on services in context (classroom) and how to support teachers as well.
Meghan is a seventh grader who is in a self-contained classroom. She has had occupational therapy in the schools since preschool. Meghan uses an AAC device for communication and has poor motor skills, behavioral issues, and poor sensory skills. She is able to learn when motivated but can be complacent in the classroom. The learner will have opportunities to download and draft an intervention plan as the service delivery options for Meghan are discussed.
Matt is a high school student with tetraplegic cerebral palsy. Matt has received occupational therapy throughout his educational career, both as hands-on direct and team supports. Matt attends mostly general education classes with accommodations/adaptations. He uses assistive technology to support participation (power wheelchair and computer with alternative access). His special education includes some academic support and related services (OT, PT, SLP).
In this chapter, a panel of school-based occupational therapists discusses service delivery in the schools. They explore issues such as transitioning to the schools, provision of services on behalf of the child, and resources that support effective service delivery.
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