Poster Session
Issue Date: August 2020
Published Online: August 01, 2020
Updated: September 09, 2020
Understanding How School-Based OT Practitioners (OTPs) Perceive Sensory Integrative and Sensory-Based Interventions: Knowledge Base and Practical Application
Author Affiliations & Notes
  • Department of Education, Queens, NY, USA
  • Quinnipiac University, Hamden, CT, USA
Article Information
Education of OTs and OTAs / School-Based Practice / Sensory Integration and Processing / Basic Research
Poster Session   |   August 01, 2020
Understanding How School-Based OT Practitioners (OTPs) Perceive Sensory Integrative and Sensory-Based Interventions: Knowledge Base and Practical Application
American Journal of Occupational Therapy, August 2020, Vol. 74, 7411505260. https://doi.org/10.5014/ajot.2020.74S1-PO9800
American Journal of Occupational Therapy, August 2020, Vol. 74, 7411505260. https://doi.org/10.5014/ajot.2020.74S1-PO9800
Abstract

Date Presented 03/28/20

Recent literature has defined therapist-led and therapist-supported categories of how OTPs provide sensory supports. This session will provide an overview of how, when, and where school-based OTPs support children with sensory-processing difficulties. Discussion will include how OTPs gained their sensory knowledge, utilize current terminology, and are able to implement physical and process elements of ASI fidelity components.

Primary Author and Speaker: Rochele Charles

Contributing Authors: Tara Glennon