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Reflections on using a community-based and multisystem approach to transforming school-based intervention for children with developmental motor disorders

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Article de périodique (745.1Kb)
Publication date
2016
Author(s)
Campbell, Wenonah; Camden, Chantal; Missiuna, Cheryl
Subject
Evidence-based practice
 
Intervention
 
Evaluation
 
Children with disabilities
 
Developmental coordination disorder
 
DCD
 
Partnering for change
 
P4C
 
School-based service delivery
 
Service delivery model
 
Partnerships
 
Knowledge translation
 
KT
 
Knowledge-to-action
 
Integrated knowledge translation
 
IKT
 
Implementation science
 
IS
 
Community-based participatory action research
 
Participatory action research
 
PAR
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Abstract
Evidence-based management of Developmental Coordination Disorder (DCD) in school-age children requires putting into practice the best and most current research findings, including evidence that early identification, self-management, prevention of secondary disability, and enhanced participation are the most appropriate foci of school-based occupational therapy. Partnering for Change (P4C) is a new school-based intervention based upon these principles that has been developed and evaluated in Ontario, Canada over an 8-year period. Our experience to date indicates that its implementation in schools is highly complex with involvement of multiple stakeholders across health and education sectors. In this paper, we describe and reflect upon our team’s experience in using community-based participatory action research, knowledge translation, and implementation science to transform evidence-informed practice with children who have DCD.
URI
http://hdl.handle.net/11143/9867
Collection
  • Médecine et sciences de la santé – Articles de périodiques [222]

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