References

  1. American Occupational Therapy Association. (2012). AOTA practice advisory on occupational therapy in response to intervention. Aota.org. Retrieved from: https://www.aota.org/practice/practice-settings/-/media/e7371c748756467ba101d6966bb98eb2.ashx

  2. American Occupational Therapy Association, American Physical Therapy Association, & American Speech-Language-Hearing Association (2014). Workload approach: A paradigm shift for positive impact on student outcomes.  Retrieved from:  http://www.aota.org/-/media/Corporate/Files/Practice/Children/APTA-ASHA-AOTA-Joint-Doc-Workload-Approach-Schools-2014.pdf

  3. AOTA 2023 Workforce and Compensation Survey Premium Report. Aota.org. (n.d.). https://www.aota.org/career/state-of-the-profession/what-do-practitioners-earn/workforce-and-compensation-survey-premium-report 

  4. Ball, M. A. (2018). Revitalizing the OT role in school-based practice: Promoting success for all students, Journal of Occupational Therapy, Schools, & Early Intervention, 11:3, 263-272, DOI: 10.1080/19411243.2018.1445059

  5. Cahill, S. M., McGuire, B., Krumdick, N. D., & Lee, M. M. (2014). National survey of occupational therapy practitioners' involvement in response to intervention. AJOT: American Journal of Occupational Therapy, 68(6), e234+. https://link-gale-com.wv-o-ursus-proxy01.ursus.maine.edu/apps/doc/A392070191/HRCA?u=maine_usm&sid=summon&xid=27e9535e

  6. Corley, A., Ryan, C., Krug, J., & Britt, A. (2023). Implementation of best practice in the school-based setting. Journal of Occupational Therapy, Schools & Early Intervention, 16(1), 1-14. https://doi.org/10.1080/19411243.2021.2003739

  7. Franko, G. A. (2023). The Need for Occupational Therapist Eligibility for Formal Administrative Roles in Public School Systems. AJOT: American Journal of Occupational Therapy, 77(4), NA. https://link-gale-com.wv-o-ursus-proxy01.ursus.maine.edu/apps/doc/A765977742/AONE?u=maine_usm&sid=summon&xid=e141d4b4

  8. Laverdure, P., VanCamp, A. B., & LeCompte, B. (2023). Empowering essas value in schools. OT Practice, 28(4), 15–19. https://www.aota.org/publications/ot-practice/ot-practice-issues/2023/empowering-essas-value-in-schools

  9. Seruya, F. M., & Garfinkel, M. (2020). Caseload and workload: Current trends in school-based practice across the United States. American Journal of Occupational Therapy, 74, 7405205090. https://doi.org/10.5014/ajot.2020.039818

  10. Seurya, F.M., & Garfinkel, M. (2020, February). State-by-State Workload Document. Garfinkel and Seruya Caseload to Workload Resources. https://www.garfinkelseruya.com/uploads/1/1/6/0/116006919/state_workload_document_2.2020__1_.pdf

  11. Watt, H., Richards, L. G., Woolley, H., Price, P., & Gray, S. (2021). Integrated services or pullout? factors influencing school-based occupational therapy service delivery models. Journal of Occupational Therapy, Schools & Early Intervention, ahead-of-print(ahead-of-print), 1-15. https://doi.org/10.1080/19411243.2021.1934226