Francine M. Seruya, PhD, OTR/L, FAOTA, is Professor and Program Director, Graduate Occupational Therapy Program, Mercy College, Dobbs Ferry, NY;
Mindy Garfinkel, OTD, OTR/L, ATP, is Assistant Professor, Graduate Occupational Therapy Program, Mercy College, Dobbs Ferry, NY.
Am J Occup Ther. 2020 Sep/Oct;74(5):7405205090p1-7405205090p8. doi: 10.5014/ajot.2020.039818.
Practitioners working in school settings have a variety of job-related responsibilities in addition to direct service provision. Models of best practice indicate that a workload approach to service delivery allows practitioners to provide effective and productive interventions in the school setting; however, current information related to service delivery by school-based practitioners in the United States is lacking.
To explore current caseloads, service delivery models, implementation of workload models, knowledge of state and local policies, and job satisfaction of school-based occupational therapy practitioners and how they relate to best practice.
Web-based survey.
School-based practice.
Three hundred seventy-one school-based practitioners from across the United States completed the study.
Investigator-developed survey with both closed- and open-ended questions.
School-based practitioners recruited via social media platforms and snowball sampling completed an online survey. Results indicate that practitioners wanted to move their practice to a workload model but cited lack of administrative support, time, procedural knowledge, and decreased advocacy skills as barriers to implementation. Moreover, despite current philosophy regarding best practice, occupational therapy practitioners continue to provide services outside of the classroom and other natural settings.
There seems to be a disconnect between intent (e.g., service delivery in natural settings, expanding the scope of practice) and current practice trends. Practitioners need support to advocate for and implement alternative service delivery models and to incorporate a workload approach to meet the diverse needs of students in educational settings.
Practical resources related to caseload and workload guidelines and implementation, service delivery models, and methods of advocacy and negotiation skills are needed to support practitioners as they advocate for changes in their practice.
除了直接提供服务外，在学校环境中工作的从业者还有各种与工作相关的职责。最佳实践模式表明，采用工作量方法提供服务可以使从业者在学校环境中提供有效和富有成效的干预措施；然而，目前美国有关学校从业者提供服务的信息却缺乏。
探讨当前的工作量、服务提供模式、工作量模式的实施、对州和地方政策的了解以及学校职业治疗从业者的工作满意度，以及它们与最佳实践的关系。
基于网络的调查。
学校实践。
来自美国各地的 371 名学校从业者完成了这项研究。
研究人员开发了一个带有封闭式和开放式问题的调查。
通过社交媒体平台和滚雪球抽样招募的学校从业者完成了在线调查。结果表明，从业者希望将他们的实践转向工作量模式，但他们指出缺乏行政支持、时间、程序知识和减少倡导技能是实施的障碍。此外，尽管目前的哲学是关于最佳实践，职业治疗从业者仍然在教室和其他自然环境之外提供服务。
似乎存在意图（例如，在自然环境中提供服务，扩大实践范围）和当前实践趋势之间的脱节。从业者需要支持来倡导和实施替代服务提供模式，并采用工作量方法来满足教育环境中学生的多样化需求。
需要与工作量和工作量指南及实施、服务提供模式以及倡导和谈判技巧相关的实用资源，以支持从业者在倡导改变实践时的需求。
