Background: Although collaborative consultation has been widely adopted in school-based occupational therapy practice, there is limited conceptual understanding of how collaboration contributes to educationally relevant outcomes for students with disabilities. Even without a clear understanding of the evidence related to school-based occupational therapy services, there continue to be decisions about funding and delivery of services.
Purpose: This paper synthesizes and critically appraises the research literature on collaborative consultation services in school-based occupational therapy in order to provide program administrators with direction for critically examining decision making for service delivery in their districts.
Key Issues: Advancing occupational therapy practice in education settings requires a sound theoretical understanding of collaborative consultation. Distributed cognition offers a more robust understanding of the relationship between educator-therapist collaboration and outcomes of school-based occupational therapy services.
Implications: This review concludes with two fundamental conditions necessary for collaboration between educators and occupational therapists to flourish.
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| http://dx.doi.org/10.1177/000841740907600s05 | DOI Listing |
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