TY - JOUR
T1 - Enhancing classroom participation of students with intellectual and developmental disabilities
AU - Selanikyo, Efrat
AU - Yalon-Chamovitz, Shira
AU - Weintraub, Naomi
N1 - Publisher Copyright:
© 2016 Canadian Association of Occupational Therapists (CAOT).
PY - 2017/4/1
Y1 - 2017/4/1
N2 - Background. Students with intellectual and developmental disabilities (IDD) have been found to participate less in school-based activities. Purpose. This study aimed to examine the effectiveness of a combined in-service and collaborative consultation intervention model for enhancing classroom participation of students with IDD. Method. The Collaborative Consultation for Participation of Students With IDD (Co-PID) program involved a multidisciplinary team (an occupational therapist and 17 teachers) as well as 35 students and was compared to an in-service program (20 teachers and 34 students). Students were 8 to 20 years old. The programs aimed to enhance three classroom participation components: communicating, choosing, and initiating. Findings. The Co-PID was found to significantly improve students' participation in all areas, whereas the participation of the students in the in-service group decreased. Implications. A school-based multidisciplinary intervention program for students with IDD, combining in-service and collaborative consultation (e.g., Co-PID), may assist in enhancing classroom participation among students with IDD.
AB - Background. Students with intellectual and developmental disabilities (IDD) have been found to participate less in school-based activities. Purpose. This study aimed to examine the effectiveness of a combined in-service and collaborative consultation intervention model for enhancing classroom participation of students with IDD. Method. The Collaborative Consultation for Participation of Students With IDD (Co-PID) program involved a multidisciplinary team (an occupational therapist and 17 teachers) as well as 35 students and was compared to an in-service program (20 teachers and 34 students). Students were 8 to 20 years old. The programs aimed to enhance three classroom participation components: communicating, choosing, and initiating. Findings. The Co-PID was found to significantly improve students' participation in all areas, whereas the participation of the students in the in-service group decreased. Implications. A school-based multidisciplinary intervention program for students with IDD, combining in-service and collaborative consultation (e.g., Co-PID), may assist in enhancing classroom participation among students with IDD.
KW - Case-control studies
KW - Collaborative consulation
KW - Intellectual disability
KW - Occupational therapy
KW - Schools
UR - http://www.scopus.com/inward/record.url?scp=85019039104&partnerID=8YFLogxK
U2 - 10.1177/0008417416661346
DO - 10.1177/0008417416661346
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C2 - 27624813
AN - SCOPUS:85019039104
SN - 0008-4174
VL - 84
SP - 76
EP - 86
JO - Canadian Journal of Occupational Therapy
JF - Canadian Journal of Occupational Therapy
IS - 2
ER -