Enhancing Collaboration Between Occupational Therapists and Early Childhood Educators Working with Children on the Autism Spectrum

Barnett, Juliet E. Hart; O’shaughnessy, Kaitlin

doi:10.1007/s10643-015-0689-2

Cited by 12 publications

(6 citation statements)

References 9 publications

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“…Rehabilitation professionals must possess a clear perspective on their role within education and understand others' roles (Ehren & Whitmire, 2009;Paul et al, 2006). Essential skills include advocacy, effective communication, solution-focused problem solving, and time management (Barnett & O'shaughnessy, 2015;Bose & Hinojosa, 2008;Christner, 2015;Sanger et al, 2011). Other important characteristics of rehabilitation professionals include openness, flexibility, responsivity, and respect (Bose & Hinojosa, 2008;Ritzman et al, 2006;Silliman et al, 1999;Soto Torres, 2018).…”

Section: In What Circumstances Do These Services Best Occur (C)?mentioning

confidence: 99%

Tiered Approaches to Rehabilitation Services in Education Settings: Towards Developing an Explanatory Programme Theory

VanderKaay

Dix

Rivard

et al. 2021

International Journal of Disability, Development and Education

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Rehabilitation services in education settings are evolving from pullout interventions focused on remediation for children and youth with special education needs to inclusive whole-school tiered approaches focused on participation. A limited number of discipline-specific practice models for tiered services currently exist. However, there is a paucity of explanatory theory. This realist synthesis was conducted as a first step towards developing a middlerange explanatory theory of tiered rehabilitation services in education settings. The guiding research question was: What are the outcomes of successful tiered approaches to rehabilitation services for children and youth in education settings, in what circumstances do these services best occur, and how and why? An expert panel identified assumptions regarding tiered services. Relevant literature (n = 52) was located through a systematic literature review and was analysed in three stages. Several important contextual characteristics create optimal environments for implementing tiered approaches to rehabilitation services via three main mechanisms: (a) collaborative relationships, (b) authentic service delivery, and (c) reciprocal capacity building. Positive outcomes were noted at student, parent, professional, and systems levels. This first-known realist synthesis regarding tiered approaches to rehabilitation services in education settings advances understanding of the contexts and mechanisms that support successful outcomes.

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Section: In What Circumstances Do These Services Best Occur (C)?mentioning

confidence: 99%

Tiered Approaches to Rehabilitation Services in Education Settings: Towards Developing an Explanatory Programme Theory

VanderKaay

Dix

Rivard

et al. 2021

International Journal of Disability, Development and Education

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“…The importance placed on ongoing consultation mirrors much of national and international literature regarding occupational therapy–teacher collaboration (Patton et al , 2015; Reid et al , 2006; Rens and Joosten, 2014). Authors have advocated for increased time to be spent in co-planning and having scheduled meetings to enhance collaborative practices in relation to children with ASD (Hart Barnett and O’Shaughnessy, 2015). Approximately only half of teachers reported occupational therapy assessment to be “very useful” or “useful”.…”

Section: Discussionmentioning

confidence: 99%

“…These skills typically develop in the preschool years and first year of primary education. Therefore, early intervention is important and collaboration between occupational therapists and early childhood educators and school teachers is key (Hart Barnett and O'Shaughnessy, 2015). This will enable evaluation of the developmental level of children with ASD and improve performance skills.…”

Section: Handwriting Difficulties and Teaching Practicesmentioning

confidence: 99%

Teachers’ perspectives on handwriting and collaborative intervention for children with Autistic Spectrum Disorder

McNamee

Patton

2018

IJOT

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Purpose -This study aims to investigate teacher perspectives on teaching handwriting to children with autistic spectrum disorder (ASD) and collaboration with occupational therapists.Design/methodology/approach -A descriptive design was applied. Purpose-designed surveys were distributed to teachers of children with ASD (aged 4-12 years) in the Republic of Ireland. A response rate of 35 per cent (N = 75) was obtained, with 25 responses analysed using descriptive statistics of closed questions and content analysis of open-ended questions.Findings -Of 139 children with ASD, 80 (58 per cent) were reported to have difficulties with handwriting.Teachers reported specific difficulties with pencil grasp, letter formation and task concept among the children with ASD. Fourteen (56 per cent, N = 25) respondents did not give handwriting as homework. Teachers valued occupational therapy advice, individualised programmes and ongoing consultation during implementation. Interest in occupational therapy education regarding handwriting was reported.Practical implications -Occupational therapy collaboration to address handwriting difficulties for children with ASD should include involvement in teacher education, coordination of teacher-parent collaboration and the need for involvement in early intervention provision within an emergent literacy framework.Originality/value -Handwriting development is challenging for children with ASD. There is limited information on teaching or teacher-occupational therapy collaborative practices to address handwriting difficulties of children with ASD.

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“…According to the different division of labour in the team, behavioural research can be divided into three modes: cooperation, support, and independence. The complete preschool education should involve content integration, knowledge establishment, equal teaching, prejudice reduction, and school culture enhancement (Barnett, 2015, Silverman, Hong & Trepanierstreet, 2010. To achieve preschool education in a multi-cultural environment, the game-based education is the fastest way for children to understand things, in which children can understand the role of collaboration in games (Yilmaz & Chb, 2016).…”

mentioning

confidence: 99%

Research on Application of Collaboration Ability in Kindergarten Game-based Education

2018

EDUC SCI-THEOR PRACT

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In the cultivation of the children's cognition for the society and culture, the game-based education in the kindergarten is an important way to develop their collaboration abilities in the games and greatly enhance children's self-confidence and imagination. In this paper, the application of collaboration in kindergarten gamebased education was studied under the background of kindergarten multicultural education. The results have shown that children can learn about the diverse cultures through cultural game-based education, and greatly enhance their collaboration abilities as a team member in the games. The collaboration cultivated in the gamebased education is closely related to the curriculum content and the teacher's professionalism. The frequency of teaching cases varies with game behaviors, in which construction games see the most teaching cases. This paper can serve as a theoretical reference for researches on the application of collaboration ability in children's game-based education.

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Enhancing Collaboration Between Occupational Therapists and Early Childhood Educators Working with Children on the Autism Spectrum

Cited by 12 publications

References 9 publications

Tiered Approaches to Rehabilitation Services in Education Settings: Towards Developing an Explanatory Programme Theory

Tiered Approaches to Rehabilitation Services in Education Settings: Towards Developing an Explanatory Programme Theory

Teachers’ perspectives on handwriting and collaborative intervention for children with Autistic Spectrum Disorder

Research on Application of Collaboration Ability in Kindergarten Game-based Education

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