NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1111028
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1941-1243
Occupational Therapist's Perceptions of STEPS-K: A Response to Intervention (RtI) Program
Koelbl, Hannah; Myman, Yelena; Wuestefeld, Ann Claire; Elenko, Beth; Ohl, Alisha
Journal of Occupational Therapy, Schools & Early Intervention, v9 n3 p269-280 2016
This study used in-depth interviews to explore the experiences of occupational therapists that previously implemented the Specialized Teaching and Enhancement of Performance Skills for Kindergarteners (STEPS-K) program. Qualitative analyses of interview transcripts revealed the primary theme of knowledge exchange as illustrated through three sub-themes: (1) conversation, (2) camaraderie, and (3) creating the best fit. Results suggest the STEPS-K program enhanced collaboration between teachers and occupational therapists, and could be tailored to meet the needs of the classroom.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A