Critical reflections on school-based occupational therapy

Abstract

This article describes the process of facilitating change to practice that is more client-centered and occupation-based in a diverse suburban public school district in the USA from 2001 to 2006. The author sets the context, describes the process that included the use of the School AMPS, and considers factors that facilitated and constrained change.

• Change factors
• School AMPS
• occupation-based practice