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Theory in School-Based Occupational Therapy Practice: A Practical Application addresses a critical need in the school-based occupational therapy practice community for a model of integrating theory-based decision making in school practice.
Table des matières
Introduction 1 A Model of Theory-Based Decision Making in School Practice 2 Professional Identity: Owning Our Distinct Value 3 Theory-Based Decision Making in School Practice 4 Occupation-Based Evaluation 5 Theory-Based Intervention 6 Activities of Daily Living and Instrumental Activities of Daily Living 7 Health Management 8 Rest and Sleep 9 Education and Work 10 Play and Leisure 11 Social Participation 12 Implementing and Advocating for a Theory-Based Practice
A propos de l'auteur
Patricia Laverdure, OTD, OTR/L, BCP, FAOTA, is an associate professor and founding program director of the doctor of occupational therapy program at Old Dominion University and Eastern Virginia Medical School in Norfolk, Virginia. She has worked with children and youth and their families across the care continuum from neonatal intensive care and inpatient and outpatient services to early intervention and school services in roles of provider, consultant, and program administrator.
Francine M. Seruya, PhD, OTR/L, FAOTA, is a professor and program director of occupational therapy at Mercy College in Dobbs Ferry, New York. She has been a pediatric occupational therapist for more than 2 decades working with children and their families in a variety of settings, including early intervention, preschool, and K–12 settings.
Résumé
Theory in School-Based Occupational Therapy Practice: A Practical Application addresses a critical need in the school-based occupational therapy practice community for a model of integrating theory-based decision making in school practice.
