10.1016/s1544-8800(10)70329-8

Vollständiger Abstract

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INTRODUCTION: Supporting students with special needs in inclusive schools requires collaboration between teachers and occupational therapists (OTs). While service models promoting health, in-class support and shared knowledge are recommended, relational and organizational barriers persist. This multimethod study evaluates the impact of a tailored knowledge translation (KT) intervention on collaborative attitudes and behaviours of OT-teacher teams. METHODS: A 12-week KT intervention, including six sessions with OTs and elementary teachers (n = 6), was conducted. Participants established two collaborative goals using the Canadian Occupational Performance Measure (COPM), rated weekly, and completed the Modified Index of Interdisciplinary Collaboration (MIIC) at three time points. Changes were analysed descriptively using mean scores to summarize. Postintervention, individualized interviews were conducted and analysed using inductive thematic analysis. RESULTS: While MIIC scores indicated stable perceived collaboration, improvements were observed in 11/12 collaboration-based goals, with average changes of +3.25 and +4.25 points on COPM performance and satisfaction scales, respectively. Four themes supported this shift: Embracing collaboration is valued personally and professionally; organizational and relational contexts shape collaboration; engaging environments support reflection and active learning; and self-efficacy and perspectives can shift postintervention. CONCLUSION: Findings highlight the importance of adopting contextualized, tailored KT strategies in school settings to enhance OT-teacher collaboration and teamwork through dedicated time, space and intentional reflection.

Abstract: PubMed · Datensatz