2019 Volume 38 Issue 6 Pages 663-673
This study aimed to investigate the actual conditions of occupational therapy evaluation for school adaptation of children with neurodevelopmental disorders in Japan. The study took place from April 1st, 2017 to March 31st, 2018, and selected children were enrolled in a regular elementary school class and received special needs support. An original questionnaire was mailed to 1,594 Japanese occupational therapists specializing in “Clinical” and “Neurodevelopmental Disorders” who were registered with the Japanese Association of Occupational Therapists. There were 324 respondents (response rate, 20.3%). Occupational therapy was performed for children with neurodevelopmental disorders in both medical institutions and day-care facilities including medical and welfare types. Preschool- and school-age children were frequently evaluated based on sensory integration theory;these occupational therapy evaluations involved a developmental test of visual perception. Furthermore, such evaluations were mostly used for clinical observation. The use of standardized assessment was limited.
