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presented by Yvonne Swinth, PhD, OTR/L, FAOTA
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
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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.
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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1. Application
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. Phoung
In this chapter we will discuss the occupational therapy evaluation process for Phoung, a preschooler who is a foster child. The team has limited background information regarding Phoung’s life before foster care. Reasons for referral include poor motor skills, poor social interactions, limited verbal skills and potential sensory processing concerns.
3. Jose
During this chapter, the learner will meet Jose, a 2nd grader who has an autism spectrum disorder. Areas of concern include challenges with fine motor skills, transitions and organization. He also presents with some sensory processing challenges and poor social skills. Dr. Yvonne Swinth interviews a school-based occupational therapist regarding how she would approach the evaluation process and what assessment tools she would consider.
4. Meghan
Meghan is a 7th 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, 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 review some of her paperwork as the evaluation process for Meghan is discussed.
5. Matt
Matt is a high school student with tetraplegia cerebral palsy. 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).
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