Practice Patterns of School-Based Occupational Therapists Targeting Handwriting: A Knowledge-to-Practice Gap

Autor/inn/en	Cramm, Heidi; Egan, Mary
Titel	Practice Patterns of School-Based Occupational Therapists Targeting Handwriting: A Knowledge-to-Practice Gap
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 8 (2015) 2, S.170-179 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2015.1040942
Schlagwörter	Handwriting; Occupational Therapy; Surveys; Foreign Countries; Knowledge Level; Performance; Educational Needs; Technology Integration; Skill Development; Barriers; Learning Processes; Attention; Language Usage; Best Practices; Online Surveys; Allied Health Personnel; Assistive Technology; Psychomotor Skills; Visual Perception; Sensory Training; Qualitative Research; Statistical Analysis; Canada + Suchen Sie Ihr Suchwort? Handschrift; Beschäftigungstherapie; Survey; Umfrage; Befragung; Ausland; Wissensbasis; Achievement; Leistung; Educational need; Bildungsbedarf; Kompetenzentwicklung; Qualifikationsentwicklung; Learning process; Lernprozess; Aufmerksamkeit; Sprachgebrauch; Psychomotorische Aktivität; Visuelle Wahrnehmung; Sensorische Erziehung; Qualitative Forschung; Statistische Analyse; Kanada
Abstract	Poor handwriting is a common reason for referral to school-based occupational therapy. A survey was used to explore the extent to which current practice patterns in Ontario, Canada, align with evidence on effective intervention for handwriting. Knowledge-to-practice gaps were identified related to focus on performance components versus occupational performance. Therapists identified three learning needs: integrating technology, promoting handwriting practice, and addressing complex areas of difficulty in learning, attention, and language. Therapist and system barriers to best practice were identified. Support for challenging system barriers and access to relevant continuing education opportunities is indicated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01