Occupational Therapy Practice in Schools: National Survey in Spain

López-de-la-Fuente, María José; Heras-Pérez, Ana Pilar; López-de-la-Fuente, Carmen

doi:10.1080/01942638.2023.2239900

Cited by 1 publication

(3 citation statements)

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“…This aligns with recent studies indicating that teachers demand more training regarding EFs and related topics [24,25]. School-based occupational therapists may train teachers and adopt collaborative practices (share knowledge) to address children's engagement challenges and align with the best practices [18,41].…”

Section: Discussionsupporting

confidence: 86%

“…Furthermore, many children with typical motor performance in our sample presented problems in some EFs. Previous research indicates that teachers and occupational therapists have limited knowledge about EFs [14,19,24,25], and school-based occupational therapists focus more on sensorimotor functions [14,18]. Therefore, we agree with Tanis and Erb that identifying this problem is the first step for school staff to learn more about it [14].…”

Section: Discussionsupporting

confidence: 67%

“…There is a consensus that occupational therapists should pay attention to problems derived from EFs due to their impact on occupational performance [15][16][17]. However, school-based occupational therapists prefer to assess motor and sensory skills [14,18]. Therefore, professionals may attribute performance issues to sensory and motor difficulties and overlook the influence of EFs on occupational performance [19].…”

Section: Introductionmentioning

confidence: 99%

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Assessment of Executive Functions in School Considering Motor and Sociodemographic Factors: A Joint Vision for School-Based Occupational Therapists and School Staff

López-de-la-Fuente,

Berdejo,

Madrona-Velasco

et al. 2024

Education Sciences

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Executive functions (EFs) and motor skills are essential for many school and daily tasks. Many school-based occupational therapists need help addressing EFs. The current study aims to provide new insights into the relationship between executive functions and motor development by considering confounding factors. Ninety-six second-grade children were tested in one state-funded (public) school and another state-subsidised private school. Children were assessed with the Movement Assessment Battery for Children-2 (MABC-2), Neuropsychological Assessment of Executive Functions in Children, and Test of Perception of Differences–R. Families completed a sociodemographic questionnaire, and teachers completed a previous questionnaire and subsequently evaluated the information the occupational therapist provided. Mixed results were obtained regarding the correlation between motor and executive skills. Furthermore, children who received worse scores on the MABC-2 had more difficulties on the EFs tests. The Impulsivity Control Index was not correlated with any motor variable. Our results show that sociodemographic variables (except gender) correlate more with EFs than motor skills. The teachers showed a high degree of agreement with the occupational therapist (4.0 ± 0.8), even in children with good academic performance. They expressed the need for additional training and classroom interventions. A joint vision of motor-executive functioning can facilitate the design of effective interventions, especially in schools with more disadvantaged populations.

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