Evaluating a capacity building initiative for occupational therapists working with autistic students

Grandisson, M., Chabot, L., Hamel, C., Couture, M. M., Chrétien-Vincent, M. et Bussières, E.-L. (2025). Evaluating a capacity building initiative for occupational therapists working with autistic students. Journal of Occupational Therapy, Schools, & Early Intervention, 19 (1). pp. 29-45. ISSN 1941-1243 DOI 10.1080/19411243.2025.2463329

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Résumé

Abstract

This paper presents a capacity building initiative aimed at supporting occupational therapists in implementing Towards Inclusive Schools, a multi-tiered practice model developed to foster meaningful participation and well-being of autistic students and their peers. Twelve occupational therapists participated in the capacity building initiative, which included virtual training sessions, community of practice sessions and access to tools to support implementation. A convergent mixed methods study was carried out. This paper presents occupational therapists? perspectives regarding the evolution of their knowledge, confidence and practice. It also shares key elements influencing their ability to use knowledge following their involvement in the capacity building initiative. These pertain to the capacity building initiative itself, the therapists? practice context, and their personal characteristics. Of note, the importance of the community of practice sessions to support practice changes came out strongly, as well as the need for occupational therapists to be present regularly enough on the school premises to be able to implement a multi-tiered practice model like this one. It is hoped that the findings will be helpful to others who wish to support school-based practice.

Type de document:	Article
Mots-clés libres:	School Occupational therapy Autism Training
Date de dépôt:	06 mai 2026 16:59
Dernière modification:	06 mai 2026 16:59
Version du document déposé:	Post-print (version corrigée et acceptée)
URI:	https://depot-e.uqtr.ca/id/eprint/12895

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