Characteristics of Occupational Therapists' Advice in School Consultations: Content Analysis of Advice for Consultation on Problem Behavior in a Special Needs School for Intellectual Disability

抄録

Introduction: This study examined consultations by occupational therapists (OTs) regarding problem behaviors in a school for special needs education (Intellectual Disabilities) to clarify (1) the kind of advice provided, (2) the extent to which advice is put into practice in the classroom, and (3) the characteristics of the advice most frequently put into practice.

Methodology: In total, reports on 78 school consultations conducted in 2015 and 2016 were examined; advice provided by the OTs was analyzed using Berelson's content analysis method. The OTs gave advice on the following: introducing and changing activities, adjusting the environment, ways of interacting to increase desirable behaviors, responding directly to problem behaviors, methods of talking with and instructing students, methods of visual support, and introducing alternatives to satisfy sensory needs.

Results: Advice on methods of visual support and advice on introducing alternative ways to satisfy sensory needs were especially linked to practice.

Conclusion: The results also indicated that the kind of advice frequently implemented in practice was that in which “who, what, when, and how” were clearly stated. Furthermore, it was found that discussing classroom feasibility with teachers based on specific advice improved the efficiency of consultations.