Executive Functioning in the Schools: Perspectives from Occupational Therapists

Autor/inn/en	Tanis, Kelsey R.; Erb, Jacquelyn
Titel	Executive Functioning in the Schools: Perspectives from Occupational Therapists
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 16 (2023) 3, S.330-345 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2022.2084206
Schlagwörter	Executive Function; Occupational Therapy; Allied Health Personnel; Intervention; Role; Best Practices; Delivery Systems; Attitudes; Student Development; Performance; Elementary Secondary Education; Michigan + Suchen Sie Ihr Suchwort? Beschäftigungstherapie; Rollen; Auslieferung; Attitude; Einstellung; Verhalten; Achievement; Leistung
Abstract	Awareness of executive functioning and its relevance to both occupational participation and special education is expanding. This study describes how school-based occupational therapists address executive functioning in practice and determined if this differs from traditional areas. Fourteen occupational therapists from four districts in Michigan completed the 36-item online survey consisting of closed and open-ended questions. A majority of these participants agreed that executive functioning impacts school function and occupational therapists should address it in school; yet, only 33% provided intervention using this lens and 77% indicated this as the area they feel least prepared to address in school-based practice. Executive function practice significantly differed from handwriting (p < 0.05), sensory (p < 0.01), and fine motor competency (p < 0.01); fine motor and sensory evaluation (p < 0.05); and handwriting intervention (p < 0.05). Participants described their role with executive functioning as collaborative, supplemental to enhance participation, and applicable to functional organization tasks. Although some occupational therapists are embracing an occupation-based process explicitly considering executive functioning, a majority need continued education, role clarity, and advocacy to more intentionally align their team's services with emerging best practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01