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Evaluation Strategies and Case Examples for School Based Therapists

presented by Yvonne Swinth

Accreditation Check:

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.

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 different programs and grants that address service delivery issues to students with disabilities. She also has completed research projects, worked on different local and national committees, and is a past chair of the School Systems Special Interest Section. She has mentored student research studies for more than 12 years and has extensive experience with qualitative research, single subject studies and survey research. Currently, Dr. Swinth and some of her students have been researching the effectiveness and outcomes of dynamic seating in general education classrooms to support student participation. Other research interests include effective and efficient occupational therapy assessment and services in the schools, assistive technology, and service delivery options for children with disabilities. Dr. Swinth is currently completing the data analysis of a national research project that looks at issues of efficacy and efficiency of school-based practice. Dr. Swinth has presented locally and nationally regarding issues of school-based practice for occupational therapists and has authored several chapters in books regarding occupational therapy service delivery in the schools as well as pediatric service delivery. Most recently, she authored a chapter on school-based services for Willard and Spackman’s Occupational Therapy and a chapter on services for children with severe disabilities in the new AOTA textbook for school-based therapists. She also recently has several publications in the American Journal of Occupational Therapy on services for children with autism. Dr. Swinth is the founding editor of the Journal of Occupational Therapy In Schools and Early Intervention.

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Chapters & Learning Objectives

Download Learning Objectives
  1. Application

    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

    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

    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

    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

    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).

More Courses in this Series

Service Delivery Models in the School: A Case Study Application

Service Delivery Models in the School: A Case Study Application

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

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

presented by Yvonne Swinth