Research Article  |   February 2015
Results of a School-Based Evidence-Based Practice Initiative
Author Affiliations
  • Susan M. Cahill, PhD, OTR/L, is Assistant Professor, Occupational Therapy Program, Midwestern University, Downers Grove, IL; scahil@midwestern.edu
  • Brad E. Egan, OTD, MA, OTR/L, is Assistant Professor, Occupational Therapy Program, Midwestern University, Downers Grove, IL
  • Minetta Wallingford, DrOT, OTR/L, is Assistant Professor, Occupational Therapy Program, Midwestern University, Downers Grove, IL
  • Cheryl Huber-Lee, OTR/L, is Occupational Therapy and Physical Therapy Coordinator, School Association for Special Education in DuPage County, Lombard, IL
  • Margret Dess-McGuire, OTR/L, is Lead Occupational Therapist, School Association for Special Education in DuPage County, Lombard, IL
Article Information
Evidence-Based Practice / Children and Youth
Research Article   |   February 2015
Results of a School-Based Evidence-Based Practice Initiative
American Journal of Occupational Therapy, February 2015, Vol. 69, 6902220010p1-6902220010p5. doi:10.5014/ajot.2015.014597
American Journal of Occupational Therapy, February 2015, Vol. 69, 6902220010p1-6902220010p5. doi:10.5014/ajot.2015.014597
Abstract

OBJECTIVE. To investigate the effects of a 17-mo initiative designed to increase practitioners’ knowledge and skills related to evidence-based practice (EBP) in the schools.

METHOD. We evaluated participants’ EBP knowledge and skills at pretest and posttest using the Adapted Fresno Test (AFT) and collected their perceptions through a survey.

RESULTS. Participants demonstrated significant improvements in their EBP knowledge and skills after participating in this initiative as measured by changes in AFT scores. A significant difference was noted in scores between pretest (μ = 43.9, SD = 32.67) and posttest (μ = 74.66, SD = 33.99), t(28) = −5.645, p < .001.

CONCLUSION. This initiative was influential in increasing school-based practitioners’ EBP knowledge and skills.