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dc.contributor.authorCamden, Chantalfr
dc.contributor.otherCampbell, Wenonahfr
dc.contributor.otherMissiuna, Cherylfr
dc.date.accessioned2017-01-18T19:13:53Z
dc.date.available2017-01-18T19:13:53Z
dc.date.created2016fr
dc.date.issued2017-01-18
dc.identifier.urihttp://hdl.handle.net/11143/9867
dc.description.abstractEvidence-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.fr
dc.language.isoengfr
dc.relation.isformatofhttp://link.springer.com/article/10.1007/s40474-016-0081-y
dc.relation.ispartofCurrent Developmental Disorders Reports
dc.relation.ispartofISSN:2196-2987fr
dc.subjectEvidence-based practicefr
dc.subjectInterventionfr
dc.subjectEvaluationfr
dc.subjectChildren with disabilitiesfr
dc.subjectDevelopmental coordination disorderfr
dc.subjectDCDfr
dc.subjectPartnering for changefr
dc.subjectP4Cfr
dc.subjectSchool-based service deliveryfr
dc.subjectService delivery modelfr
dc.subjectPartnershipsfr
dc.subjectKnowledge translationfr
dc.subjectKTfr
dc.subjectKnowledge-to-actionfr
dc.subjectIntegrated knowledge translationfr
dc.subjectIKTfr
dc.subjectImplementation sciencefr
dc.subjectISfr
dc.subjectCommunity-based participatory action researchfr
dc.subjectParticipatory action researchfr
dc.subjectPARfr
dc.titleReflections on using a community-based and multisystem approach to transforming school-based intervention for children with developmental motor disordersfr
dc.typeArticlefr
dc.rights.holder© Springer International Publishing Switzerland 2016fr
udes.description.typestatusPost-publicationfr
udes.description.typepubRévisé et accepté par des pairsfr
udes.description.pages129-137fr
udes.description.period3(2)fr
udes.description.diffusionDiffusé par Savoirs UdeS, le dépôt institutionnel de l'Université de Sherbrookefr
dc.identifier.bibliographicCitationCampbell, W., Camden, C., Missiuna, C. (2016). Reflections on using a community-based and multisystem approach to transforming school-based intervention for children with developmental motor disorders. Current developmental disorders reports, 3(2), 129-137. doi:10.1007/s40474-016-0081-yfr
udes.description.sourceCurrent Developmental Disorders Reportsfr
udes.autorisation.depottruefr
udes.description.ordreauteursCampbell, Wenonah; Camden, Chantal; Missiuna, Cherylfr


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