Factors associated with therapists' involvement in children's transition to preschool.

We identified factors associated with occupational therapists' involvement as children receiving early intervention services transition into preschool. A survey was sent to members of the American Occupational Therapy Association's School System Special Interest Section. The highest ranked factor for respondents in early intervention was understanding their role (mean [M]= 4.96, standard deviation [SD] = 1.26, n = 78) and for respondents in preschool programs it was having preschool staff value their participation (M = 4.84, SD = 1.46, n = 248). Preschool occupational therapists' relationship with early intervention providers, employer-based supports, and knowledge of the transition process were significantly associated with their involvement in two transition planning areas: collaboration with early intervention programs (p < .001) and family support (p < .001). Findings suggest that practices that enhance relationships among programs influence occupational therapist involvement. Implications for formal training to support involvement in the transition process are discussed.

Effect of sensorimotor groups on gross motor acquisition for young children with Down syndrome.

PURPOSE: To examine whether participation in sensorimotor groups and individual intervention resulted in greater improvements in motor skill acquisition than solely individual intervention for young children with Down syndrome. METHODS: Ten children with Down syndrome, 13 to 29 months of age, participated. Children in both groups received individual intervention, and children in the intervention group participated in 10 weekly sensorimotor groups. All children were assessed at 3 points using the Gross Motor Function Measure and Goal Attainment Scaling. RESULTS: Children in the intervention group demonstrated significant improvement compared with children in the control group at the p < 0.10 level in lying and rolling, crawling and kneeling, and total score domains of the Gross Motor Function Measure and in Goal Attainment Scaling. CONCLUSIONS: Participation in sensorimotor groups and individual intervention resulted in greater improvement in motor skill acquisition than solely individual intervention for young children with Down syndrome. Additional research to support these exploratory findings is needed.

School-based practice: acquiring the knowledge and skills.

The purpose of this descriptive study is to investigate the perceptions of occupational therapists working in school-based settings regarding their level of preparation for practice. The Survey of School-Based Practice was mailed to 1,102 occupational therapists working in school-based practice (SBP) throughout the United States. The mailing was based on a random sampling of 20% of the School System Special Interest Section of the American Occupational Therapy Association. Results were based on 450 returned completed surveys representing a response rate of 41%. The results were analyzed according to the respondents years of experience in SBP, entry (less than 3 years), transitioning from another practice setting with less than 1 year in SBP, and experienced with 3 or more years experience in SBP. The results indicated the majority of occupational therapists perceive themselves to be poorly prepared for this practice area based on entry-level education alone. Statistically significant differences were seen between continuing education needs and level of experience in SBP. Continuing education and mentoring were most often listed by therapists as preparing them for SBP Implications for the profession are discussed.

Responsible decision-making through measured criteria for faculty time use.

The demands upon faculty's time use within the three missions of universities have always created shared tensions in many academic settings. However, the move to post-baccalaureate entry in occupational therapy education has added complexity to this mix, with increasing expectations of graduate education and scholarship both for faculty and students. This article will present the development of the EKU-OT Faculty Work Profile, a model for categorizing faculty's time use during an academic year. The model provides a mechanism for faculty exploration of occupational patterns in an academic setting. The need for increased scholarship in occupational therapy education is addressed as an outcome measure for strategic planning. Potential use and implications will be presented as they relate to the complexities of faculty work inherent in higher education settings.