Document Type
Capstone
Abstract
Occupational therapy can provide valuable input within the Response to Intervention (RtI) model in the public school setting. Staff education about occupational therapy's scope of practice within RtI is a tier 1 strategy. This present study used a pretest-posttest design in order to compare data about the knowledge base for kindergarten and first grade teachers' regarding occupational therapy and Rtl. A continuing education PowerPoint was developed that outlined the holistic, yet client-centered approach used by occupational therapists within Rtl. Additionally, decision trees that direct strategy implementation for visual-motor, visualperceptual, and fine-motor coordination difficulties were developed. A survey by occupational therapy practitioners working in North Carolina Public Schools offered insight into the number of therapists participating in Rtl within North Carolina. Results of this study indicate that teachers and occupational therapy practitioners both agree that decision trees could prove to be a useful strategy to implement within the RtI process. Education to various stakeholders about the value of occupational therapy and the use of evidence-based practice to support intervention suggestions is critical to support the continued professional growth of occupational therapy within the school setting.
Publication Date
2016
Recommended Citation
Tucker-Hyatt, Tanya, "The Response to Intervention Model and Occupational Therapy Input: A Strategic Plan to Promote Education about the Value of Occupational Therapy, Decision Malting and Intervention among Regular Education Teachers" (2016). MOT Student Capstones. 72.
https://riches.cabarruscollege.edu/mot-student-capstones/72
