Date Presented 04/04/2025
This study distinguished OTPs’ perceived knowledge from their ability to apply literacy-based assessments and interventions. Results show higher perceived knowledge compared with application. Further studies can address these skill gaps.
Primary Author and Speaker: Turquessa Francis
Contributing Authors: Miranda Jobson, Phoebe Federow, Ciana Kaplan
PURPOSE: There is a dearth of research regarding occupational therapy (OT) practitioners’ competence with literacy-based assessments and literacy-based intervention within the school-based setting. The purpose of this study was to determine if there are any discrepancies in the perceived knowledge and perceived ability to apply skills of school-based OT practitioners with literacy-based assessments and interventions.
DESIGN: One-sample descriptive survey study design used a researcher-developed online survey of school-based therapists who were recruited from OT professional online platforms and moderated OT Facebook groups over a 3-month period.
METHOD: The survey included four sections: (1) Perceived level of knowledge in literacy-based assessments; (2) Perceived level of competency using literacy-based assessments; (3) Perceived level of knowledge in literacy-based interventions; (4) Perceived level of competency with using literacy-based interventions.
RESULTS: 149 participant responses included in the study. Statistical analysis using Wilcoxon Signed Ranks was completed on the remaining 149 participants. The results indicated a higher perceived knowledge of literacy-based assessments (13.805 ± 4.462) compared to perceived application of assessments (12.349 ± 5.187) with p <.001, and higher perceived knowledge of interventions (20.128 ± 4.46) compared to the perceived application of interventions (19.765 ± 4.372) with p = .014.
CONCLUSION: Study suggests that OT practitioners are more confident in their knowledge of literacy-based assessments and interventions than in their ability to apply this knowledge in practice. This gap suggests a need for targeted training in implementing assessments and interventions, such as hands-on workshops or mentored practice to improve application of knowledge to practice.
IMPACT: Research supports OT practitioner training in literacy interventions. Such training should include subsequent research on perceived ability.
References
Arnaud, L. M., Gutman, S. A. (2022). Supporting literacy participation for underserved children:A set of guidelines for occupational therapy practice. Journal of Occupational Therapy, Schools, & Early Intervention, 15(2), 111–130. https://doi.org/10.1080/19411243.2021.1934234
Grajo, L. C., Candler, C. (2016). An occupation and participation approach to reading intervention (OPARI) part I: Defining reading as an occupation. Journal of Occupational Therapy, Schools, & Early Intervention, 9(1), 74–85. https://doi.org/10.1080/19411243.2016.1141082
Montoya, S. I. (2018). Defining Literacy. Retrieved September 19, 2022, retrieved from https://gaml.uis.unesco.org/wp-content/uploads/sites/2/2018/12/4.6.1_07_4.6-defining
Frolek Clark, G. (2016). The occupations of literacy: Occupational therapy’s role. Journal of Occupational Therapy, Schools, & Early Intervention, 9(1), 27–37. https://doi.org/10.1080/19411243.2016.1152835
