Susan M. Cahill, Beatriz McGuire, Nathaniel D. Krumdick, Michelle M. Lee; National Survey of Occupational Therapy Practitioners’ Involvement in Response to Intervention. Am J Occup Ther 2014;68(6):e234–e240. https://doi.org/10.5014/ajot.2014.010116
Download citation file:
© 2020 American Occupational Therapy Association
OBJECTIVE. We sought to describe occupational therapy practitioners’ perceived levels of preparedness for and involvement in school-based Response to Intervention (RtI) initiatives.
METHOD. We mailed a survey to a random sample of 1,000 practitioners from the American Occupational Therapy Association’s Early Intervention and School Systems Special Interest Section.
RESULTS. Of 295 returned surveys (29.9% response rate), 19 were excluded because of missing or incomplete data. Three-quarters of respondents (77.6%) reported that their districts implemented RtI. Two-thirds of respondents (66.3%) indicated that lack of resources limited their involvement in RtI; two-thirds (67%) said that district guidelines that describe expectations for practitioners’ involvement would help increase their participation. Many respondents cited the need for continuing education and supported moving from a caseload to a workload model.
CONCLUSION. Occupational therapy practitioners would benefit from specific district guidelines outlining the services they are able to provide within the context of RtI.
identification of the problem,
generation of hypotheses that account for the cause of the problem,
development and implementation of a plan to address the problem that is conceptually congruent with the proposed hypotheses, and
evaluation of the effectiveness of the plan in diminishing the problem. (Fuchs et al., 2003; Telzrow, McNamara, & Hollinger, 2000)
Occupational therapy practitioners working in RtI participate on school-based problem-solving teams, coach teachers, and provide one-to-one interventions to students in general education.
Lack of resources for RtI implementation limits practitioners’ involvement in such initiatives.
School district guidelines that describe the roles and expectations of practitioners are needed.
Moving from a caseload model to a workload model may support increased participation by practitioners in RtI initiatives.
This PDF is available to Subscribers Only
For full access to this pdf, sign in to an existing account, or purchase an annual subscription.