The role of occupational therapists and physical therapists in elementary school system early intervening services and response to intervention: a case report.
The Individuals with Disabilities Improvement Act and No Child Left Behind Act broadened the roles of occupational therapists (OTs) and physical therapists (PTs) to include therapist participation in early intervening services including response to intervention (RTI). This case report describes one school district's inclusion of OT and PT in the elementary school RTI program by identifying and implementing role responsibility and changing workloads for therapists. Therapist responsibilities included (a) administering a screening tool, (b) educating and supporting teachers and staff, (c) providing student resources and intervention strategies, and (d) referring students from RTI to special education and related services. Teachers responded positively using therapist-provided strategies and support. Limitations included an increased workload because of large numbers of students to screen and very few staff available for screening. Future research should include longitudinal studies that measure student responses to therapy intervention, teacher responses to collaboration, and the use of intervention strategies over time.
Reeder
Deborah L
DL
Department of Special Education, Plugerville Independent School District, Plugerville, Texas, USA. deborah.reeder@plugervilleisd.net
Arnold
Sandra H
SH
Jeffries
Lynn M
LM
McEwen
Irene R
IR
D002675:Child, Preschool; D019988:Children with Disabilities; D018479:Early Intervention, Educational / Q000458:organization & administration*; D004519:Education, Special; D006801:Humans; D009788:Occupational Therapy / Q000458:organization & administration*; D026761:Physical Therapy Specialty / Q000458:organization & administration*; D024382:Professional Role; D012574:Schools / Q000458:organization & administration*; D013781:Texas