TY - JOUR
T1 - Utility of the occupation-centered intervention assessment in pediatric occupational therapy practice
T2 - Journal of Occupational Therapy, Schools, & Early Intervention
AU - Hinkley, Emily
AU - Leach, Christen
AU - Jewell, Vanessa D.
AU - Wienkes, Taylor L.
N1 - Publisher Copyright:
© 2021 Taylor & Francis.
PY - 2022
Y1 - 2022
N2 - Best practice supports the use of occupation as a therapeutic agent of change for pediatric occupational therapy practice. However, limited tools to promote the development of and implementation of occupation-centered practice exist. This study explored the clinical utility of the Occupation Centered Intervention Assessment (OCIA) as a tool to facilitate occupation-centered practice in outpatient and school-based pediatric settings. The OCIA allows practitioners to reflect on their own practice by scoring interventions on personal, contextual, and occupational relevance. This qualitative, descriptive study utilized semi-structured interviews (n = 12) with practitioners in outpatient and school settings to glean information regarding tool utility. A six-step thematic analysis process guided the coding process. Four themes emerged from the data related to clinical utility of the OCIA: reflection on practice habits, practice settings influence therapy service delivery, translation of theoretical knowledge into practice technique, and the distinct value of occupation. Preliminary evidence supports the use of the OCIA in outpatient and school pediatric settings to promote reflection on occupation-centered practice for students and novice practitioners, although some setting are more conducive to use of an occupation-centered approach than others.
AB - Best practice supports the use of occupation as a therapeutic agent of change for pediatric occupational therapy practice. However, limited tools to promote the development of and implementation of occupation-centered practice exist. This study explored the clinical utility of the Occupation Centered Intervention Assessment (OCIA) as a tool to facilitate occupation-centered practice in outpatient and school-based pediatric settings. The OCIA allows practitioners to reflect on their own practice by scoring interventions on personal, contextual, and occupational relevance. This qualitative, descriptive study utilized semi-structured interviews (n = 12) with practitioners in outpatient and school settings to glean information regarding tool utility. A six-step thematic analysis process guided the coding process. Four themes emerged from the data related to clinical utility of the OCIA: reflection on practice habits, practice settings influence therapy service delivery, translation of theoretical knowledge into practice technique, and the distinct value of occupation. Preliminary evidence supports the use of the OCIA in outpatient and school pediatric settings to promote reflection on occupation-centered practice for students and novice practitioners, although some setting are more conducive to use of an occupation-centered approach than others.
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U2 - 10.1080/19411243.2021.1975603
DO - 10.1080/19411243.2021.1975603
M3 - Article
AN - SCOPUS:85114794919
VL - 15
SP - 302
EP - 313
JO - Journal of Occupational Therapy, Schools, and Early Intervention
JF - Journal of Occupational Therapy, Schools, and Early Intervention
SN - 1941-1243
IS - 3
ER -