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ERIC Number: EJ1422749
Record Type: Journal
Publication Date: 2024
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1941-1243
EISSN: EISSN-1941-1251
The Role of School-Based Occupational Therapy Practitioners in Providing Tier 1 Services to Enhance Sensory Processing and Self-Regulation Strategies within the Classroom
Melanie N. Smith; Reeti R. Douglas
Journal of Occupational Therapy, Schools & Early Intervention, v17 n1 p26-36 2024
A student's ability to participate effectively within a classroom environment is dependent on a multitude of factors. However, two such factors, sensory processing and self-regulation skills, are often not well understood by teachers due to limited training and education on these topics. Current research indicates that teachers report managing classroom behaviors as a significant challenge. Sensory processing abilities and self-regulation skills can play a large role in behavior thus warranting support for increased teacher training in these areas to optimize the learning environment for everyone involved. Occupational therapy practitioners working in the school system are distinctly qualified to provide support in this manner by training teachers within Tier 1 of the Response to Intervention process due to their role as a related service in the school and their consideration of client factors, performance skills, and the environment on participation. Providing support at the Tier 1 level allows for the implementation of school-wide programming covering a range of topics that both teachers and students can benefit from. Educating teachers on the use of sensorimotor strategies, how to provide social-emotional learning opportunities and considerations for environmental modifications allows school-based occupational therapy practitioners to equip teachers to approach academic instruction in a more holistic manner.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A