The Effectiveness of a Multidisciplinary Intervention to Improve School Readiness in Children with Developmental Concerns: Children's Skill Development and Parent Perspective

Citation data:

Journal of Occupational Therapy, Schools, and Early Intervention, ISSN: 1941-1243, Vol: 6, Issue: 2, Page: 94-107

Publication Year:
2013
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Repository URL:
http://researchbank.acu.edu.au/fhs_pub/1385
DOI:
10.1080/19411243.2013.811346
Author(s):
Loretta Sheppard DClinSci MOT B.App.Sci.(OT) ; Jillian Osmond BEd PG Dip Ed Studies (ECI) ; Karen Stagnitti PhD BOcc.Thy
Publisher(s):
Informa UK Limited; Routledge
Tags:
Psychology; Health Professions; Social Sciences; Public Health
article description
A multidisciplinary intervention to improve school readiness in pre-school children with developmental concerns was examined. Seventeen children attending the "School Ready" program, their parents, and pre-school teachers participated in this quasi-experimental study with two data collections points. Results indicated decreased social disruption as assessed by the Penn Interactive Peer Play Scale, increased motor and process skills as assessed by the School Assessment of Motor and Process Skills, improved language skills as assessed by the Pre-School Language Scales-4 (raw scores), and improved parent perception of readiness for school as assessed by a questionnaire developed for the purpose. This article can inform future practice and research in this area. © 2013 Copyright Taylor and Francis Group, LLC.