Supporting occupational therapists implementing a capacity-building model in schools: Appuyer les ergothérapeutes mettant en œuvre un modèle de renforcement des capacités dans les écoles.

Background: Adopting a new model of clinical practice is complex. Professional development programs based on best-practice principles may facilitate this process.

Purpose: This paper describes the development and evaluation of a multifaceted professional development program designed to support school-based occupational therapists to deliver a capacity-building model of service.

Executive functioning: a scoping review of the occupational therapy literature.

Background: Increasingly recognized as an important factor in the performance of complex, goal-directed tasks, executive functioning is understood in different ways across disciplines.

Purpose: The aim was to explore the ways in which executive functioning is conceptualized, discussed, described, and implied in the occupational therapy literature.

Method: A scoping review of the occupational therapy literature was conducted following Levac, Colquhoun, and O'Brien's (2010) recommended methodology.

Technology supporting written productivity in children with learning disabilities: a critical review.

Background: Occupational therapists working with school-aged children are often in the position of recommending technology to enhance written productivity. The outcome of using technology on the writing of children with learning disabilities has not been reviewed critically, and this knowledge is necessary for evidence-based practice.

Purpose: To review evidence regarding the use of technology to support written productivity in children with learning disabilities.

Administration of the Canadian Occupational Performance Measure: effect on practice.

Background: The Canadian Occupational Performance Measure (COPM) is recommended as a systematic approach to identify issues and determine client progress in occupational therapy, yet little empirical evidence is available that supports this practice.

Purpose: To determine if COPM administration was associated with changes in eight dimensions of occupational therapy practice.

Methods: Twenty-four occupational therapists on eight geriatric rehabilitation sites completed a before-and-after study with a repeated baseline.

"Support for everyone": Experiences of occupational therapists delivering a new model of school-based service.

Background: Occupational therapists working in school health have recognized the need to move away from a one-to-one direct service delivery model towards a more collaborative, classroom-based approach. Partnering for Change (P4C) is an innovative service delivery model that may enhance school-based collaborative care.

Purpose: To capture the experiences of occupational therapists implementing P4C and to elicit their perspectives about how this model differs from the direct service approach.

Partnering for change: an innovative school-based occupational therapy service delivery model for children with developmental coordination disorder.

Background: Developmental coordination disorder (DCD) is a common, chronic health condition that is poorly recognized and understood in school settings. Without appropriate support, children with DCD are at increased risk of depression, decreased fitness, and obesity. Evidence shows that occupational therapy intervention needs to shift from remediation of impairment to chronic disease management.

A scoping review of the use of theory in studies of knowledge translation.

Background: Advancing the science of knowledge translation (KT) in occupational therapy is critical. Explicit application of theory can advance this science; yet, how theory is applied and the degree to which it can guide research remain poorly defined.

Purpose: To understand how theory is applied within KT research.