While occupational therapists possess a broad scope of practice within schools, limited understanding from teachers hampers appropriate referrals and the full utilization of school-based occupational therapy (SBOT) services; therefore, school-based occupational therapists must actively educate teachers on the role of SBOT. This pilot program development study evaluated the effectiveness of a four-part educational program designed to improve teachers’ knowledge of SBOT and promote teacher and occupational therapist collaboration within the Salt Lake City School District. The participants, primarily special education teachers with varying years of experience, completed pre- and post-intervention assessments to measure their knowledge of SBOT’s scope of practice and role in multi-tiered system of supports (MTSS) and the occupational therapy referral process. Teachers watched four 30-minute asychronous modules covering the role and scope of practice of SBOT, SBOT’s role in MTSS, and the referral process in Salt Lake City School District, tiered approaches to fine motor and handwriting skills, and tiered approaches to address sensory processing and social participation at school. Results indicated a significant increase in knowledge following the intervention. Improvement in the teachers’ post-test scores demonstrated the program’s effectiveness in enhancing teachers’ knowledge of SBOT. The findings suggest that targeted professional development, delivered asynchronously, can effectively increase teachers’ knowledge of SBOT’s role. Overall, this study illustrates the benefit of professional development in elevating teachers’ knowledge of SBOT. Further research with larger samples could expand on these results and help integrate such professional development into district-wide practices.
