Many school-based occupational therapists (SBOTs) primarily use a non-integrated service delivery model, which removes students from their routine, often resulting in students missing instructional time and opportunities to engage with their peers. This model also limits collaboration between SBOTs and teachers, reducing mutual understanding of roles and relationship building. This program development project involved six SBOTs from an urban school district that predominantly uses a non-integrated service delivery model. The intervention consisted of four training modules focused on SBOTs’ roles in inclusive practices, followed by two individual coaching sessions and one virtual group session that were guided by a motivational interviewing communication style. To evaluate the impact of the training modules, participants completed a researcher-developed questionnaire, which revealed significant improvement. Additionally, Goal Attainment Scaling (GAS) measured changes before and after coaching, indicating substantial progress. Notably, SBOTs with less than five years of experience demonstrated significantly greater growth compared to their more experienced counterparts. All participants reported a better understanding of their role in inclusive practices and developed tailored tools, strategies, and a community of practice for supporting the schools and students they serve. This project highlights the importance of providing additional training, particularly for novice SBOTs, to strengthen their capacity to implement collaborative and inclusive service delivery models. These efforts can foster meaningful professional growth, promote the well-being of students with disabilities, and align with best practices in occupational therapy.
