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Research Article  |   November 1988
Models of Occupational Therapy Service Provision in the School System
Author Affiliations
  • Winnie Dunn, PhD, OTR, FAOTA, is Chair, Occupational Therapy Curricula, University of Kansas, Medical Center, Kansas City, Kansas. (Mailing address: 4013 Hinch Hall, KUMC, 39th and Rainbow Boulevards, Kansas City, Kansas 66103.)
Article Information
Education of OTs and OTAs / School-Based Practice / Features
Research Article   |   November 1988
Models of Occupational Therapy Service Provision in the School System
American Journal of Occupational Therapy, November 1988, Vol. 42, 718-723. doi:10.5014/ajot.42.11.718
American Journal of Occupational Therapy, November 1988, Vol. 42, 718-723. doi:10.5014/ajot.42.11.718
Abstract

Occupational therapy is a related service when provided within the public schools, which means that services must enhance or support educational goals. Three service provision models have been described for school therapists: direct service, monitoring, and consultation. Direct service addresses individualized needs that require specialized intervention strategies which can safely be performed only by the occupational therapist. Monitoring, which is sometimes referred to as integrated programming, uses therapeutic expertise within functional tasks to maximize opportunities for practice and generalization. Consultation addresses problems by enabling others to work more effectively on the educational goals they have set for the students. Evidence is accumulating to demonstrate that each model is effective when chosen and applied appropriately. This paper reviews each model, provides examples of studies that have been conducted, and suggests directions for future research.