School-Based

Description of Setting

The school setting is a unique place for occupational therapy practitioners (OTPs) to work on interprofessional teams to support students in achieving their academic goals. This setting is heavily influenced by legislation to direct the responsibilities of the OTP. This setting provides the opportunity to work with students within their natural environment to address educational participation by providing client-centered interventions. Not only do OTPs work directly with students, they can work across different levels to support student success (consultation, small groups, school-wide initiatives, training development, etc.). Typical interventions include addressing visual motor skills, handwriting, assistive technology use, self-regulation skills, classroom participation, and self-help skills.

Setting Structure

Interprofessional Team Members

Speech-Language Pathologists
Social Workers
Physical Therapists
Teachers
Administrative Faculty
The Family

Structure

Typically 30-minute sessions weekly or bi-weekly, depending on the students Individualized Education Plan
Therapists provide direct "push-in" (in class) or "pull-out" (small group or individual) sessions

Common Diagnoses

Autism Spectrum Disorder

Visual Motor Deficits

Evaluation and Assessments

AOTA Occupational Profile Template

This tool contains information on a total of 16 assessment tools used in the school setting and beyond. Each section includes the ages the tool can be used for, the purpose, items needs, administration time, resources, and its use in both in person and virtual settings. Please find additional information regarding these assessments below.

Becker Work Adjustment Profile (BWAP-2)

Bruininks-Oseretsky Test of Motor Proficiency (BOT-2)

Canadian Occupational Performance Measure (COPM)

Child Occupational Self-Assessment (COSA)

Developmental Assessment of Young Children (DAYC-2)

Developmental Test of Visual Perception (DTVP-A)

Developmental Test of Visual Perception (DTVP-3)

Evaluation Tool of Children's Handwriting (ETCH)

Goal-Oriented Assessment of Life skills (GOAL)

Miller Function and Participation Scales (M-FUN)

Peabody Developmental Motor Scales, Third Edition (PDMS-3)

Pediatric Evaluation of Disability Inventory - Computer Adaptive Test (PEDI-CAT)

The Roll Evaluation of Activities of Life (REAL)

School Function Assessment (SFA)

Sensory Processing Measure (SPM)

Sensory Profile 2

Common Interventions

Fine Motor & Handwriting: Improving grip, dexterity, and strength to further influence improvement in fine motor activities and handwriting skills.
- Handwriting Without Tears
Sensory Processing: Addressing responsiveness to movement, sound, and touch to help students maintain focus.
Visual-Motor and Perception Skills: Improving hand-eye coordination
Environmental Modifications: Modifying the classroom or common spaces to ensure all students can participate fully.
Social-Emotional Support: Promoting self-regulation and facilitating social participation
Parent/Caregiver Training: Educating parents on incorporating therapy strategies into daily routines

Additional Resources

Documentation

Billing and Reimbursement

Additional Resources