About this journal

With more than one quarter of all occupational therapists currently working in educational settings, the absence of a comprehensive resource on research and issues related to school-practice has been a problem for practitioners who don’t have ready access to university libraries. The Journal of Occupational Therapy, Schools & Early Intervention provides a much-needed single source for articles that examine innovative practice methods, strategies for effective decision-making, and the latest evidence-based research findings consistent with current professional policies and guidelines. This unique, peer-reviewed journal focuses on early intervention and schools but also includes other settings (home, clinics, juvenile justice system) to help promote the seamless transition of effective services for children and adolescents.

The Journal of Occupational Therapy, Schools & Early Intervention translates policy into practice with research findings, opinion pieces, and “how-to” articles that examine topic areas including early intervention, preschool, elementary, and secondary, as well as general areas including administration, theory, continuing competency, and advocacy. In addition, the journal presents regular features on documentation tips, grants and funding, adaptive equipment, therapy activities, administration and work design, and Internet resources, reviews therapy “tools” (books, software, etc.), and keeps you posted on disability updates, as well as policy changes and changes in legislation.

The Journal of Occupational Therapy, Schools & Early Intervention also devotes entire issues to vital topics that require more in-depth examination, including:

• assistive technology in early intervention and schools
• evidence-based practice
• play and leisure
• communities of practice and collaboration
• decision-making
• transition
• and more!

The Journal of Occupational Therapy, Schools & Early Intervention is an essential resource for OTs working in early intervention and schools, an invaluable training tool for OT educators and administrators, and a helpful guide for anyone involved in the service design and implementation of programs for children and adolescents with disabilities.

Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous reviewers.

Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.

Editor

Yvonne Swinth, PhD, OTR/L, FAOTA
University of Puget Sound, Tacoma, Washington 

Editorial Board

Asha Asher, MA (OT), MEd (sped), OTR/L, USA
Karin J. Barnes, PhD, OTR, USA
Susan Bazyk, PhD, OTR/L, USA
Ted Brown, BScOT(Hons), MPA, MSc, PhD, Australia
Catherine Candler, PhD, OTR, BCP, USA
Barbara E. Chandler, MOT, OTR/L, FAOTA, USA
Amy Collins, MOT, OTR, USA
Gloria Frolek Clark, MS, OTR/L, BCP, FAOTA, USA
Laura Greiss Hess, MS, OTR/L, USA
Dottie Handley-More , MS, OTR/L, USA
Barbara Harft, MA, OTR, FAOTA, USA
Jim Hinojosa , PhD, OT, BCP, FAOTA, USA
DeLana Honaker, PhD, OTR/L, BCP, USA  
Kathleen Klein, MS, OTR, BCP, USA
Heather Miller Kuhaneck, MS OTR/L, USA
Pam Levan, MOT, OTR/L, USA
Marge Luthman, MS, OTR/L, USA
Rachael McDonald, BAppSc(OT), PGDip(Biomechanics), PhD, Australia
Debbie Misrahi, DrOT, OTR/L, USA
Christine Moser, PhD, OTR, FAOTA, USA
Mary Muhlenhaupt, OT/L, FAOTA, USA
Shelley Mulligan, PhD, OTR/L, USA
Meira L. Orentlicher, PhD, OTR/L, USA
Jean Polichino, MS, OTR, USA
Sharon A. Ray, ScD, OTR/L, USA
Ghazala Saleem, EdD, MS, OTR/L, Israel
Winifred Schultz-Krohn, PhD, OTR, USA
Jayne Shepherd, MS, OTR, FAOTA, USA
Sarah Swafford, MS, OTR/L, USA
Chia Swee Hong, MA, DipCOT, DPSE (Sev Hand), CertEd, England
Kari J. Tanta, PhD, OTR/L, FAOTA, USA
Linn Wakeford, MS, OTR/L, USA
Renee Watling, PhD, OTR/L, USA
Lesly Wilson, PhD, OTR/L, USA
Janet Wright-Stafford, MS, OTR/L, USA
Sheryl Zylstra, DOT, OTR/L, USA