Occupational Therapy within the Response to Intervention Team: Focus Group Identifies Opportunities and Barriers

ABSTRACT

Evidence indicates that universal screening can support academic participation. Response to Intervention (RtI) is a model that has been designed to identify student needs and support them within the academic setting. A focus group was held with 20 school-based occupational therapy practitioners to explore the existing role of occupational therapy within different tiers of intervention and identify barriers and further opportunities for collaborating on interdisciplinary teams. Four themes emerged identifying 1) Developmental, academic, and health-related needs, 2) Key periods for universal screening, 3) Communication and systematic barriers in interdisciplinary collaboration, and 4) Lack of identified roles for occupational therapy practitioners within RtI teams.

Findings of the focus group indicate a need for advocacy using data to establish the occupational therapy role across all RtI levels. Through advocacy efforts, role release, and interdisciplinary knowledge sharing opportunities can support students during academic participation.

KEYWORDS:

• Response to intervention
• pediatric
• occupational therapy
• school
• interdisciplinary
• reimbursement

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research study was funded through the Academic Excellence Grant provided to St. Catherine University by the GHR Foundation.