presented by Jan Hollenbeck
This course is the first of a two part series that describes how school-based occupational therapists can effectively evaluate student participation (occupational performance) across school contexts and identify what matters most for student success. Emphasis is on key features that can help to create a participation-based evaluation process that is educationally relevant and leads to collaborative and meaningful contextual interventions. Participants will learn essential questions to ask teachers, how to complete a contextual observation that generates data, and a process of creating a hypothesis that guides individualized selection of evaluation tools and methods in order to evaluate student strengths and challenges as they impact school participation.
Jan Hollenbeck, OTD, OTR/L is co-owner of PASS – The Partnership for Advancement of School Service-Providers, LLC, providing professional development, consultation, and staff training in areas that inform and empower related service providers, teachers, families, and others to support and facilitate the success of children in educational settings (www.otpartnership.com). Dr. Hollenbeck is a Special Education Administrator responsible for related services, secondary transition services, assistive technology, and Section 504 for a Massachusetts Public School District. She received her BS and OTD degrees in occupational therapy from Tufts University - Boston School of Occupational Therapy and her MS degree from Boston University with a specialty in pediatrics. She is first author of the Guidelines for Provision of Occupational Therapy Services in Massachusetts Public Schools (www.maot.org) and has served on the AOTA Early Intervention and Schools Special Interest Section Committee. Dr. Hollenbeck has lectured extensively on the role of the related service provider in the public schools, including local, state, and national-level conferences and is a regular provider of professional development for the Massachusetts Department of Elementary and Secondary Education.
This chapter will discuss the need for understanding why we are making the shift in our evaluations in order to embrace this change.
This chapter will discuss the shifting to participation-based evaluations, which facilitates goals and intervention that are focused on participation, and is more likely to result in participation-based outcomes, i.e. student participation in natural school contexts (occupational performance).
In this chapter, participants will learn the ten step evaluation process and identify essential questions to ask teachers, learn how to complete a contextual observation that generates data, and create a hypothesis that guides selection of evaluation methods and tools to evaluate student access to and participation in their educational program.
This chapter covers key features designed to shift the written evaluation report and oral evaluation reporting at the meeting to center on student participation issues rather than underlying performance skills.