Autism spectrum disorder: How can occupational therapists support schools?

Abstract

Background. Children with autism spectrum disorder (ASD) face multiple occupational challenges in their school, and school staff need additional support to increase their participation. Purpose. The aim of this study is to identify how Response to Intervention (RTI) could be used by occupational therapists to support school personnel who work with children with ASD. Method. In a descriptive qualitative study, three discussion groups were undertaken with occupational therapists and school staff members in Quebec, Canada, to identify the main concerns regarding the participation of children with ASD in school activities as well as the actions to consider when attempting to increase school-related abilities. Findings. School staff members are primarily concerned with frequent outbursts and limited autonomy, along with low motivation and anxiety in children with ASD in diverse school activities and contexts. The actions identified provide guidelines for school and occupational therapist selection, the process to follow, collaborative practices, and support required. Implications. A practice model is presented for occupational therapists who seek to develop school capacity to support the participation of children with ASD.

Health professional–educator collaboration in the delivery of school‐based tiered support services: A qualitative case study

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Sensory Integration Training and Social Sports Games Integrated Intervention for the Occupational Therapy of Children with Autism

“…The experimental subjects were selected from children with mild autism who participated in the autism public service program; the children with autism who participated in the experiment were brought to the class by the autism public service organization, and the frequency of participation twice a week could be reliably guaranteed; the autistic children's rehabilitation association was not organizing other motor rehabilitation exercises during the period of participation in the experiment; the teachers who participated in this experimental program were all my colleagues [ 18 ]. The teachers who participated in this experimental program were all my colleagues, who were able to teach according to the designed curriculum, and all of them graduated from the physical education program and obtained the swimming instructor certificate.…”

Socio-Pedagogical Strategies in Occupational Therapy for Children with Autism and Learning Difficulties

“…Sociology provides occupational therapists with valuable insights in the social structures, cultural norms, and interpersonal dynamics that influence the experiences and outcomes of children with autism and their families. By incorporating sociological perspectives into their practice, occupational therapists can develop more holistic and effective interventions that address not only the individual needs of the child but also the social and environmental factors that shape their lives, demonstrated in research paper by Grandisson (2020).…”