Optimizing Teacher-Occupational Therapist Collaboration: A Multimethod Knowledge Translation Initiative.

Six participants across two groups, all self-selected and already motivated to collaborate, so the results may not apply to teams where collaboration is strained or absent. No control group and no randomisation; any changes could reflect the passage of time, school events, or the participants' own initiative rather than the intervention itself. The MIIC collaboration-attitude scale was largely unchanged, and the authors acknowledge it may not have been sensitive enough to detect real shifts. All data were self-reported; no one observed actual classroom practice before and after. One OT had no teacher partner, and one teacher was unavailable for the 4-month follow-up, so the two groups were not balanced. The sample came from a few schools in Québec, limiting how far the findings can be generalised to other regions or school systems.

The authors declare no conflicts of interest. The work was funded by a doctoral research grant from the Fonds de Recherche du Québec – Société et Culture (FRQSC), grant number 302925.

Do not read the goal-score improvements as proof that this training programme works. The study had no control group, the participants self-selected and already valued collaboration, the broader collaboration-attitude scale was largely unchanged, one OT had no teacher partner, and one teacher missed the follow-up. With this design and this sample, the results could easily reflect who volunteered rather than what the intervention did.