Occupational Therapy Practitioners’ Perceptions of Important Competencies for Handwriting Evaluation and Intervention in School-Aged Children

ABSTRACT

Objective. The primary purpose of this study was to identify the practitioner competencies that occupational therapists perceive as important for handwriting evaluation and intervention in school-aged children. A secondary purpose was to compare the practitioner perceptions of those in school-based practice with those from other primary practice settings. Method. A stratified random sample of 376 occupational therapists recruited from a national professional organization database participated by completing a survey instrument containing 80 competency items. Results. A majority of the 80 practitioner competency items were perceived to be of high importance to the respondent groups. A significance difference in perception when comparing the school-based practitioners to all other practitioners was revealed in only 3–12 competency summary categories. Conclusion. Practitioner competency survey items were perceived to be of high importance to the participants. School-based practitioner perceptions of competency were, for the most part, mainly similar to those in other primary practice settings.

KEYWORDS. :

• Competency
• handwriting evaluation and intervention