Partnering for Change: An Innovative School-Based Occupational Therapy Service Delivery Model for Children with Developmental Coordination Disorder

Background. Developmental coordination disorder (DCD) is a common, chronic health condition that is poorly recognized and understood in school settings. Without appropriate support, children with DCD are at increased risk of depression, decreased fitness, and obesity. Evidence shows that occupationa...

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Bibliographic Details
Published in:Canadian journal of occupational therapy (1939) 2012-02, Vol.79 (1), p.41-50
Main Authors: Missiuna, Cheryl A., Pollock, Nancy A., Levac, Danielle E., Campbell, Wenonah N., Whalen, Sandra D. Sahagian, Bennett, Sheila M., Hecimovich, Catherine A., Gaines, B. Robin, Cairney, John, Russell, Dianne J.
Format: Article
Language:eng ; fre
Subjects:
Academic failure
Capacity Building
Child
Childhood Needs
Children & youth
Chronic illnesses
Coordination
Delivery of Health Care - methods
Depression (Psychology)
Evidence
Faculty
Health Conditions
Health services
Humans
Instructional design
Intervention
Mental Health
Motor Skills Disorders - therapy
Obesity
Occupational therapy
Occupational Therapy - methods
Parents
Partnering
Physical Fitness
Resistance (Psychology)
Response to Intervention
School Health Services
Therapists
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Summary:Background. Developmental coordination disorder (DCD) is a common, chronic health condition that is poorly recognized and understood in school settings. Without appropriate support, children with DCD are at increased risk of depression, decreased fitness, and obesity. Evidence shows that occupational therapy intervention needs to shift from remediation of impairment to chronic disease management. Purpose. This paper describes Partnering for Change (P4C), an innovative, empirically derived school health service delivery model for children with DCD. Key Issues. The model emphasizes the partnership of the occupational therapist with educators and parents to change the life and daily environment of a child. The P4C partnership focuses on capacity building through collaboration and coaching in context. The model uses a tiered approach which includes whole class instruction, dynamic performance analysis, and monitoring response to intervention. Implications. P4C is a model that responds to the needs of this population, addresses issues identified in research, and provides a continuum of services designed to build capacity.
ISSN:0008-4174
1911-9828
DOI:10.2182/cjot.2012.79.1.6