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KMID : 1123620130110010011
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Journal of Korean Society of Sensory Integration Therapists
2013 Volume.11 No. 1 p.11 ~ p.27
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Sensory Integration and Occupational Therapy for Elementary Students Collaborative Group Program : Implementing School AMPS
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Ji Seok-Yeon
Lee Seong-A
Park So-Yeon
Hong Min-Kyung
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Abstract
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Objective : This is a descriptive study using a program review collaborative group program by special educator and occupational therapist for supporting children’s school tasks, and it is designed to explore how changed school performance skills and to analyze how applied intervention methods including sensory integrative approach.
Methods : Participants were 6 male elementary students(5 = 1st grade, 1 = 2nd grade). Pilot program had reviewed and its results used as base for planning main program. Main program was implemented by collaborative process with teacher and occupational therapist for 1 year. School AMPS was used to assess school task participants, and informal motor and process skill observation was used to assess self-help activities. Description of records by professions about intervention strategies through assessments was described as qualitative way. Japanese sensory inventory was used by parents.
Results : Through the collaborative process, assessing children, planning and modifying program, establishing intervention strategies were implemented. Self-help abilities in group program were increased much more independently. School task abilities were increased slightly but skills changed irregularly and unexpectedly and their reasons became considered more complex from sensory processing reasons to social and emotional reasons.
Conclusion : Sensory integration had benefits for primary group program and more complex intervention strategies became to emerge demands for person- environment-task challenges. Collaborative practice with teacher and occupational therapist was supplement and synergic effect for children and group dynamics. More objective and comprehensive methods for measure collaboration and group effect would be needed in further study.
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KEYWORD
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School AMPS, collaborative practice, group program, school-based occupational therapy, sensory integration
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