Enhancing classroom participation of students with intellectual and developmental disabilities

Efrat Selanikyo, Shira Yalon-Chamovitz, Naomi Weintraub*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

14 Scopus citations

Abstract

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.

Original languageAmerican English
Pages (from-to)76-86
Number of pages11
JournalCanadian Journal of Occupational Therapy
Volume84
Issue number2
DOIs
StatePublished - 1 Apr 2017

Bibliographical note

Publisher Copyright:
© 2016 Canadian Association of Occupational Therapists (CAOT).

Keywords

  • Case-control studies
  • Collaborative consulation
  • Intellectual disability
  • Occupational therapy
  • Schools

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