Optimizing Teacher-Occupational Therapist Collaboration: A Multimethod Knowledge Translation Initiative.
Lina Ianni, Chantal Camden, Wenonah Campbell and 2 others
A small pilot of virtual OT–teacher collaboration training showed mixed results: some self-set goal scores improved, but the broader collaboration-attitude scale barely moved.
Too small and self-selected to tell whether this works for most school teams.
Key findings
1COPM goal scores improved in five of six performance goals and four of six satisfaction goals for Group 1, while all Group 2 participants showed net increases in both performance and satisfaction across all goals.
2On the MIIC collaboration-attitude scale, only one OT showed a positive change in the overall mean, while one teacher showed declines in collective ownership of goals, reflection on process, and overall score.
3Interview analysis yielded four overarching themes: collaboration aligns with personal and professional values, context shapes the collaborative process, an engaged learning environment fosters practice change, and the journey toward optimizing collaboration is multifaceted.
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What it does not show
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.
Declared interests
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.
Summarised by AI from the full paper, without a clinician reviewing it. Check it against the source before it changes what you do. Read it on PubMed →