Using Virtual Collaboration and Education to Increase Teachers’ Ability to Promote Self-regulation

ABSTRACT

The aim of this evidence-based occupational therapy (OT) project was to answer the question, “Does education and scheduled collaboration on the use of sensory tools in the school environment increase general education teachers’ understanding of OT’s role in self-regulation?” Evidence supports the use of asynchronous learning modules for professional development. Research indicates that the addition of an interactive element enhances learning. Collaboration is supported by evidence for enhanced effectiveness of sensory tools in schools. The project was implemented over the course of 7 weeks. Teachers participated in 5 weeks of intervention with a weekly 30-min asynchronous web-based learning module and a 30-min individual or group collaboration session. Results showed increased positive perceptions with 5 of 10 Likert scale questions showing a statistically significant increase. In addition, data showed a statistically significant positive change in teachers’ knowledge related to OT’s role in schools, self-regulation, and social-emotional skills. Data from open-ended questions revealed an increase in teachers’ understanding of different causes of student behaviors and increased knowledge of self-regulation tools. The results suggest teachers’ understanding of OT’s role in self-regulation increases through the use of asynchronous virtual learning and scheduled collaboration sessions with an occupational therapist. Further research is recommended to increase the generalizability of results and to identify the most effective use of collaboration to enhance teachers’ understanding of self-regulation.

KEYWORDS:

• School-based occupational therapy
• collaboration
• self-regulation
• virtual learning
• teachers
• social emotional learning

Disclosure Statement

The authors would like to acknowledge all participants and administration that assisted in making this EBP project a reality, Chatham professors including Dr. Erin Naggy as the primary author’s IRB advisor, all the primary author’s Chatham University peers including R. Bassett, C. Berger, J. Bush, R. Daly, J. Iglthaler, T. Pulley, J. Reyes, A. Seiver, T. Smith, V. Thomas, and M. Virone for all their encouragement and assistance. The authors have no conflicts of interest to declare.

Additional information

Funding

The author(s) reported that there is no funding associated with the work featured in this article.