The Occupation and Participation Approach to Reading Intervention (OPARI): A community of practice study

ABSTRACT

We employed a community of practice to expand the application of the Occupation and Participation Approach to Reading Intervention (OPARI) and build the capacity of practitioners to support children with reading difficulties. Twelve pediatric practitioners participated in a community of practice for 7 months. We used a one group–pretest-posttest–mixed-methods design to measure changes in the knowledge, beliefs, and actions of the participants using a questionnaire and qualitative analysis of discussion documents. We found statistically significant changes (p < .009) in pretest and posttest scores of participants, indicating change in their ability to support the needs of children with reading difficulties. Qualitative findings support the process of change, continued professional development, and application of the OPARI principles. This community of practice process served as an effective means of translating knowledge and gaining insights concerning how the OPARI can be applied in daily practice.

KEYWORDS:

• Capacity building; knowledge translation; occupational therapy; reading disability

Acknowledgments

The authors would like to thank the 12 participants of the OPARI Community of Practice for their dedication to this research project. We also would like to thank Kaylee Breitenbucher and Lauren Krumm for their hard work on the project and the faculty of Saint Louis University for their support.