Factors influencing therapists' interventions for children with learning difficulties.
BACKGROUND
Occupational therapists use a range of intervention approaches with children with learning difficulties.


OBJECTIVE
This study aimed to identify factors influencing therapists' clinical decisions when choosing and combining these interventions.


METHODS
Seven occupational therapists participated. Data were collected through in-depth interviews, short questionnaires, and therapy observations and analysed thematically.


RESULTS
Therapists used a combination of child, therapist, and service-related factors to individually tailor a combination of intervention techniques drawn from different theoretical approaches. Therapists also used embedded practices with all children to engage and motivate them, promote task mastery, encourage application of strategies at home and school, and evolve intervention through ongoing evaluation.


CONCLUSIONS
The child and family's home and school context and, to a lesser extent, the therapist's past experience and service context are primary factors considered when choosing interventions. Therapists continually move between theoretical and practical levels of thinking to best meet each child's needs.
Division of Occupational Therapy, The University of Queensland, St. Lucia, Australia. j.copley@uq.edu.au
Jodie
J
Copley
Alison
A
Nelson
Merrill
M
Turpin
Katherine
K
Underwood
Kerry
K
Flanigan
D002648:Child; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000534:rehabilitation*; D008297:Male; D009042:Motivation; D009788:Occupational Therapy / Q000379:methods*