title: Self-regulation workshop and Occupational Performance Coaching with teachers: A pilot study.
abstract: BACKGROUND
  Teachers' occupational role and performance can be undermined when working with students with disruptive classroom behaviours.
  
  
  OBJECTIVE
  This pilot study aimed to explore the impact of school-based occupational therapy intervention on teachers' classroom management self-efficacy and perceived performance/satisfaction in their management of students with disruptive behaviours.
  
  
  METHODS
  This pilot study used a multiple-case replication study design. A cohort of regular classroom elementary school teachers (n = 11) participated in a 1-day workshop on sensorimotor strategies for supporting student self-regulation followed by eight individual sessions of Occupational Performance Coaching (OPC). Measurement tools were the Canadian Occupational Performance Measure, Goal Attainment Scaling (GAS), and Teachers' Self-Efficacy Scale-Classroom Management.
  
  
  RESULTS
  Improvement in teachers' perception of performance, satisfaction, and classroom management was seen. GAS showed clinically significant improvement. Improvements were sustained at 7 weeks follow-up.
  
  
  CONCLUSIONS
  Preliminary results support the use of sensorimotor education combined with OPC to enable teachers' occupational performance.
authors.forename: Caroline
authors.initials: C
authors.lastname: Hui
authors.forename: Laurie
authors.initials: L
authors.lastname: Snider
authors.forename: Mélanie
authors.initials: M
authors.lastname: Couture
mesh_terms: D002170:Canada; D005178:Faculty; D006801:Humans; D007588:Job Satisfaction; D009788:Occupational Therapy / Q000379:methods*; D010865:Pilot Projects; D024382:Professional Role; D020377:Self Efficacy; D000068356:Self-Control; D000066477:Work Performance
keywords: Consultation; Education; Occupation-based enablement; Schools; Self-efficacy.