An Occupation and Participation Approach to Reading Intervention (OPARI) part II: Pilot clinical application

ABSTRACT

The Occupation and Participation Approach to Reading Intervention (OPARI) is an intervention approach for children with reading difficulties that emphasizes reading as an important occupation of children. Part I presented the theoretical basis of the OPARI. Part II describes a pilot clinical application of the OPARI. Guided by Schkade and Schultz’s Occupational Adaptation model (OA; 2003) and blended with principles from the Cognitive Orientation to Daily Occupational Performance treatment approach (CO-OP; Polatajko & Mandich, 2004) the essential elements of the OPARI were actualized in an 8-week intervention program. The program included small group and individual therapy sessions twice a week and therapist-teacher-parent collaborations. Five children participated and were evaluated using three standardized assessments of reading, the Canadian Occupational Performance Measure (COPM), and a descriptive measure of reading participation. Qualitative data from parent reading log journals, teacher communications, and classroom observations were also gathered. Results indicated nonsignificant increases in reading scores, significant increases in perceived performance and satisfaction with reading participation as measured by the COPM, and descriptive increases in children’s participation, mastery, and frequency in reading.

KEYWORDS:

• Dyslexia
• learning disabilities
• occupational adaptation
• reading disability
• school-based occupational therapy

Acknowledgments

The authors would like to thank the administrators, teachers, students, and families at Sacred Heart School in St. Louis, MO, for their participation in this study. Thank you to Dr. Helene Polatajko for her inspiration, guidance, and feedback during the research process. Thank you as well to Kelsey Cook, Maggie Scudder, and Annie Flanagan, now registered and practicing OTs, who were the student researchers at the time of the study and spent so many hours with the children and assisted in the provision of therapy sessions despite their very rigorous academic schedules at that time.