An Exploration of the Use of Occupational Language in School-Based Occupational Therapy Documentation

Autor/in	Benson, Jeryl D.
Titel	An Exploration of the Use of Occupational Language in School-Based Occupational Therapy Documentation
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 8 (2015) 3, S.228-235 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2015.1075452
Schlagwörter	Occupational Therapy; Language Usage; Documentation; Vocabulary; Jargon; Coding; Qualitative Research; Individualized Education Programs; Content Analysis; Educational Attainment; Daily Living Skills; Student Participation; Federal Legislation; Educational Legislation; Disabilities; Equal Education + Suchen Sie Ihr Suchwort? Beschäftigungstherapie; Sprachgebrauch; Dokumentation; Wortschatz; Codierung; Programmierung; Qualitative Forschung; Individualized education program; Individualisierendes Lernen; Inhaltsanalyse; Bildungsabschluss; Bildungsgut; Alltagsfertigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bundesrecht; Bildungsrecht; Schulgesetz; Handicap; Behinderung
Abstract	The purpose of this study was to explore the use of occupation-based terminology in the documentation of school-based occupational therapists. A retrospective qualitative analysis of school-based documents using a priori codes was completed. Analysis included 33 Individual Educational Program (IEP) documents and 118 OT goals. Analyses showed that school-based practitioners are using occupation-based terminology to guide assessment, intervention processes, and goals 53.6% of the time. The findings suggest that occupational therapists are conforming to the educational environment and underutilizing the construct of occupation in school-based documentation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01