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Case Reports
. 2024 Jan 16;12(1):26.
doi: 10.1186/s40359-024-01520-3.

Effects of school-based occupational therapy program for children with disabilities in elementary school in Korea: a case study

Eun-Hwa Jeong  1
Affiliations
Case Reports

Effects of school-based occupational therapy program for children with disabilities in elementary school in Korea: a case study

Eun-Hwa Jeong. BMC Psychol. .

Abstract

Background: The purpose of this case study was to explore the effects of a school-based occupational therapy on children's attention, school adaptation, sensory processing, and motor function for children in special classes in elementary school in Korea.

Case presentation: The subjects of this study were a 7-year-old boy with autism spectrum disorder and a 9-year-old girl with intellectual disability. The school-based occupational therapy program consisted of 10 sessions and was conducted once a week for an hour and a half. The program consisted of classroom activities, use of school facilities, emotional management, and activities based on sensory integration, and was conducted as individual and group programs according to sessions. As a result of the study, all improved when the pre- and post-scores of the two children's attention assessment, school adjustment scale, sensory processing evaluation tool for the children in school and BOT-2-SF were compared.

Conclusions: Although the results from two cases cannot be generalized, the findings suggest the school-based occupational therapy program may help a positive effect on the school life of children with disabilities. Further investigation is necessary.

Keywords: Attention; School adaptation; School-based occupational therapy; Sensory integration; Sensory processing.

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Conflict of interest statement

The authors declare no competing interests.

Figures

Fig. 1
Fig. 1
Results of attention assessment A1: acting younger than one’s age, A2: attention problems, A3: hypercactivity, A4: stupor, A5: maladaptive daydreaming, A6: impulsiveness, A7: tension, A8: anxious gestures, A9: poor schoolwork, A10: poor motor function, A11: stare blankly into space Gray means no change in pre-post scores
Fig. 2
Fig. 2
Results of school adjustment scale SA1: The student listens attentively to the teacher’s assignment instructions or explanations. SA2: The student has relationships with several friends. SA3: The student has appropriated physical contact with peers. SA4: The student responds appropriately to praise, blame, and punishment. SA5: The student induces the other person’s interest in an appropriate way. SA6: The student is good at controlling his mood. SA7: The student keeps their school hours and class hours well. SA8: The student uses school facilities carefully. SA9: The student is orderly when using the bathroom. SA10: The student greets the teacher well. Gray means no change in pre-post scores
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