A Comparison of Service Provision Models in School-Based Occupational Therapy Services: A Pilot Study

Abstract

Occupational therapists provide services to children within a number of service provision models. Although the literature discusses these service provision models, there have been very few investigations to identify the effects of these models. This pilot study compared the provision of direct serice (DS) and collaborative consultation (C) in 14 preschoolers and kindergarteners randomly assigned to interventions. Individualized Education Program goal attainment was used as the measure of educationally relevant child outcomes. Therapists and teachers completed an attitude survey before and after participating in the study. Pilot study results indicate that although children in both conditions achieved a similar percentage of IEP goals, teachers in the C condition reported much larger occupational therapy contributions to IEP goals and had more positive comments on the attitude scale. Results suggest that similar levels of goal attainment can be achieved in direct service and consultation, and that the relationships that develop between therapists and teachers may lead to a more positive overall view of the learning environment and the contribution of occupational therapy to that environment. Further study is needed to identify additional service provision factors that contribute to successful program outcomes.