Occupational Therapists’ Perceptions of Intraprofessional Collaboration When Working with Young Children Aged Birth to 3 Years

Background: Birth to 3 years of age is a critical period in a child’s development, and occupational therapy intervention during this period can serve many purposes. While pediatric occupational therapists may be working in different settings with different specialties, the foundational knowledge all occupational therapists possess provides a common lens through which they approach treatment. Intraprofessional collaboration is considered best practice, as it is not uncommon for young children to receive occupational therapy services by more than one therapist, and in more than one practice setting at the same time. Method: This study used a qualitative, phenomenological approach. Data was collected through semi-structured interviews. Results: Following thematic analysis, five themes emerged from the data with regard to intradisciplinary collaboration. They include (a) the discrepancy between best practice and actual practice, (b) systemic differences between practice contexts, (c) varying perceptions of competency, (d) the impact of therapists’ professional boundaries and behaviors, and (e) the role of the parent/caregiver on the intradisciplinary collaborative process. Conclusion: All of the participants were able to define and express the value of collaboration. The therapists reported that contributing variables that either facilitate or pose barriers to intraprofessional collaborative relationships are individualized and include communication style, motivation, and the need for system advocacy

Home and Parent Training Strategies for Pediatric Feeding Disorders: The Caregivers’ Perspective

Background: Twenty to 45% of the general pediatric population experience feeding problems. When children with disabilities exhibit feeding problems, they are more likely to develop maladaptive mealtime behaviors that may lead to poor nutrition. Home training to help treat a child’s feeding delay or disorder is a vital component of feeding treatment and supports holistic, family-centered treatment models. It is important for occupational therapists working with this population to understand the impact of these behaviors on individual and family functioning. Method: This quantitative study examined caregivers’ perspectives of the training families receive to support their child’s feeding delay or disorder, and how family mealtimes may be affected. One hundred and eight participants completed an online survey using primarily Likert scale questions. Results: Caregivers report that (a) they are receiving current and evidenced-based interventions; (b) they feel supported, yet feel they need more support; (c) family relationships are adversely affected by a child’s feeding challenges; (d) caregivers desire to connect with other caregivers of children with feeding delays or disorders; and (e) they need stress management and coping strategies. Conclusion: Feeding treatment is strengthened with more family-focused topics like family relationships and interactions, caregiver burden and stress management, and increased caregiver support