Mindy Garfinkel, OTD, OTR/L, ATP
Francine M. Seruya, PhD, OTR/L
Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour)
As a school based practitioner, do you still follow a caseload approach to service provision? Did you know that the way in which practitioners manage their workload affects their availability, the quality of the services provided, student outcomes, and successes?
A workload approach aligns with the Individuals with Disabilities Education Act, Early Intervening Services, and a Public Health Model, all of which support inclusive services, provided in natural environments; and providing services that benefit the whole-school community. This approach helps support every child, with the goal of preventing students from needing more intensive services later.
This course will assist you in better understanding the differences between caseload and workload approaches and highlight the evidence that supports the transition to a workload approach to OT services in school settings. In addition, the material covered will assist you in identifying barriers and supporting a transition to a workload approach in your setting.
Following this course, the learner will be able to:
1. Identify the benefits of a workload approach in school-based practice.
2. Identify barriers to the successful adoption of a workload approach.
3. Describe tools to empower practitioners to overcome the barriers, supporting successful implementation of a workload approach.
Audience: OT and OTA Practitioners
Learning Level: Intermediate
Domain of OT: # 2 OT Process; intevention