Date Presented 03/28/20
Students with sensory-processing disorder pose unique challenges to OTs working in schools. A year-long program to promote competent utilization of sensory-based interventions in school-based practices utilized a qualitative research study as part of its program evaluation. The resulting conclusion is that professional development needs to be adapted to meet the needs of school-based OTs in order to overcome the specific barriers that limit service delivery for students.
Primary Author and Speaker: Nicole Quint
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