OT Treatment Delivery Models
There are three models of service delivery that may be offered. These include the direct therapy, monitoring, and consultative models.
Direct Therapy Service
In this service delivery model, children are seen either individually or in a small group once or several times a week. These students are either worked with directly within the classroom or removed from the classroom setting and seen within the occupational therapy room. The student’s baseline is initially determined through an assessment. Based on the strengths and weaknesses found in the assessment and parent-teacher consultation, long term goals and objectives are established. A treatment plan is then implemented to address the goal areas. The goals and objectives are found on the student’s IEP. Progress and effectiveness is evaluated periodically by the therapist.
In the monitoring model, the student, teacher, and/or parents are provided with specific treatment ideas andactivities as well as basic information on the student’s areas of strength and weakness. Again, the student’s strengths and weaknesses are determined in a baseline assessment. A treatment plan is set up by the therapist and implemented by a predetermined other. The student is reassessed at determined intervals and the program is adjusted periodically. This service model may be used:
In conjunction with direct therapy service.
As a transition for students previously receiving direct therapy services.
For students who are considered at risk for developmental delays which may interfere with their educational performance.
For students who may benefit from therapeutic input in specific areas of weakness more frequently within their educational and home environments.
Occupational therapy consultation is usually requested to address a specific problem or to make recommendations or changes. This information is used to have an ongoing impact within the student’s educational and home environments. The student may or may not have received OT in the past. Baseline information is obtained through observation, screening, and/or report (not through formal assessment). Problem solving may then occur to determine the appropriate strategy, compensation, adaptive technique, and/or device needed. The student’s goals are developed by the IEP team with or without OT input. Consultation occurs on an as needed basis, varying from once a week to once a year.
*Adapted from OT GOALs by Partners in GOALs