Perceptions Regarding School-Based Occupational Therapy for Children With Emotional Disturbances

Abstract

The purpose of this study was to identify the perceived appropriateness, extent, and types of services provided by occupational therapists to children with emotional disturbances in public schools. A nationally mailed survey was conducted of randomly selected school occupational therapists derived from the American Occupational Therapy Association School System Special Interest Section list. The sampling frame was 982 with a response rate of 48% (n = 476). Eighty-seven percent of all respondents were supportive of school occupational therapy for students with emotional disturbances, although these students made up only a small proportion of their caseload. The therapists indicated that a variety of intervention approaches were used with most targeting educational areas, especially handwriting. The most commonly reported intervention was sensory integration. Many respondents perceived that they could not provide effective interventions because they were not appropriately trained. Perceived lack of knowledge and confusion about occupational therapy's role may lead to underutilization of occupational therapy for addressing the complex needs of children with emotional disturbances. Further research and discussion are needed in the profession to arrive at consensus regarding what approaches are most appropriate and effective in schools.

Self-regulation Strategies of Children with Emotional Disturbance

“…Although the Alert Program was reported as one of the most frequently used interventions by occupational therapists providing services to children with emotional disturbance, research evidence is lacking (Barnes et al, 2003). Barnes, Schoenfeld, Garza, Johnson, and Tobias (2005) conducted a small preliminary study using the Alert Program with three boys, ages 10-11 years old, with emotional disturbance and sensory processing problems using a multiple baseline time series design.…”

“…Large caseloads, emphasis on handwriting, and other staff's lack of awareness of occupational therapists' training in mental health contribute to the exclusion of children with emotional disturbance from occupational therapy services. Some therapists do not feel competent to address the needs of such children (Barnes, Beck, Vogel, Grice, & Murphy, 2003). Additionally, few studies are available indicating that occupational therapy intervention results in improved educational outcomes for children with emotional disturbance.…”

The Alert Program for self-management of behaviour in second level schools: results of phase 1 of a pilot study

“…In a survey on the perceptions of occupational therapists working in a school setting in the United States with children with emotional disturbances (Barnes et al 2003), it was found that 29% used group interventions, most commonly sensory modulation groups such as the AP, sensory integration groups and task-focused groups. A recent systematic review (May-Benson and Koomar 2010) regarding the effectiveness of sensory integration interventions showed positive trends supporting its effectiveness in addressing sensorimotor skills, socialisation, attention and behavioural regulation, and the achievement of individualised goals.…”

A Pilot Study: Impacting First Grade Written Literacy Through Teacher Education

“…This project focused on handwriting, which is the curriculum area most frequently addressed by school occupational therapists (Barnes, Beck, Vogel, Grice, & Murphy, 2003). High-stakes testing and student achievement bring the writing needs of traditional education and special education students to the forefront, and occupational therapists are being called upon to help address academic outcomes in the area of written literacy (Bell & Swinth, 2005).…”