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Research Article  |   January 2001
Team Collaborative Practices Between Teachers and Occupational Therapists
Author Affiliations
  • Karin J. Barnes, PhD, OTR, is Associate Professor, Occupational Therapy Department, University of Texas Health Science Center at San Antonio, 7703 Floyd Curl Drive, San Antonio, Texas 78229; barnesk@uthscsa.edu
  • Keith D. Turner, PhD, is Associate Professor, Department of Special Education, University of Texas at Austin
Article Information
School-Based Practice / General
Research Article   |   January 2001
Team Collaborative Practices Between Teachers and Occupational Therapists
American Journal of Occupational Therapy, January/February 2001, Vol. 55, 83-89. doi:10.5014/ajot.55.1.83
American Journal of Occupational Therapy, January/February 2001, Vol. 55, 83-89. doi:10.5014/ajot.55.1.83
Abstract

Objective.A descriptive, correlational study using a survey instrument and record review was designed to describe collaboration practices between teachers and occupational therapists in public schools and to explore relationships of these practices to individual education plan (IEP) objectives and teachers’ perceptions of occupational therapy contributions to student skill development.

Method.Forty teachers of students who receive occupational therapy comprised the sample. Descriptive statistics and Spearman rank order correlations were used to describe the practices and to determine associations among the variables.

Results and Conclusions.The findings indicated that teachers and occupational therapists were using collaborative team practices, such as jointly developing goals and objectives, collaboration within the classrooms, jointly monitoring interventions, and jointly reviewing student progress. However, scheduling team meetings was difficult. The majority of respondents stated that occupational therapy contributed to student skill development, and as collaboration practices increased, the teachers’ perceptions of occupational therapy contribution to student skill development increased. A significant negative correlation was found between the percentage of IEP objectives met variable and three collaborative variables—team meetings, reviewing progress, and develop goals and objectives. This finding indicated that as the frequency of these team processes increased, fewer objectives were met.