Hall L, Robertson W, Turner M A
Wake County Public School System, Raleigh, North Carolina 27611.
Am J Occup Ther. 1992 Oct;46(10):927-36. doi: 10.5014/ajot.46.10.927.
This paper outlines the clinical reasoning process used to guide decisions on the provision of occupational therapy services in the Wake County Public School System in North Carolina. The process is based on a theoretical framework derived from occupational therapy theory and public law. Benefits of using the clinical reasoning process include (a) increased consistency of decision making among therapists; (b) increased appropriateness of decisions regarding whether a student needs educationally based occupational therapy services, what type of occupational therapy service would meet the student's need, and how often this service should be provided; and (c) improved ability of therapists to articulate to all those involved with a student the reasoning behind decisions to provide educationally based occupational therapy services. The schematic diagrams that depict this process provide a useful tool for therapists with varied work experiences entering school-based practice.
本文概述了用于指导北卡罗来纳州韦克县公立学校系统提供职业治疗服务决策的临床推理过程。该过程基于一个源自职业治疗理论和公法的理论框架。使用临床推理过程的好处包括：（a）提高治疗师决策的一致性；（b）提高关于学生是否需要基于教育的职业治疗服务、何种类型的职业治疗服务能满足学生需求以及应多久提供一次该服务等决策的适当性；（c）提高治疗师向与学生相关的所有人员阐明提供基于教育的职业治疗服务决策背后推理的能力。描绘此过程的示意图为具有不同工作经验且进入学校实践的治疗师提供了一个有用工具。
