References
- American Occupational Therapy Association.(2017). Guidelines for Occupational Therapy Services in Early Intervention and Schools. The American Journal of Occupational Therapy, 71(2), 7112410010. doi:10.5014/ajot.2017.716S01
- American Occupational Therapy Association (AOTA). (2006). Transforming caseload to workload in school-based and early intervention occupational therapy services. Retrieved from http://www.aota.org/-/media/Corporate/Files/Practice/Children/Browse/School/RtI/Workload-fact.pdf
- American Occupational Therapy Association (AOTA). (2016a). Occupational therapy’s role with school settings. American Occupational Therapy Association Fact Sheet. https://www.aota.org/~/media/Corporate/Files/AboutOT/Professionals/WhatIsOT/CY/Fact-Sheets/School%20Settings%20fact%20sheet.pdf
- American Occupational Therapy Association (AOTA). (2016b). What is the role of the school-based occupational therapy practitioner? American Occupational Therapy Association. https://www.aota.org/~/media/Corporate/Files/Practice/Children/School-Administrator-Brochure.pdf
- Cahill, A. M., McGuire, B., Krumdick, N. D., & Lee, M. M. (2015). Rural practitioners’ involvement in Response to Intervention. Journal Of Occupational Therapy, Schools, & Early Intervention, 8(2), 149–156. doi:10.1080/19411243.2015.1040943
- Caidor, M. (2015). The evaluation of school-based occupational therapy (SBOT) services in public schools: A survey of parents’ and teachers’ perceived knowledge, involvement, and satisfaction. Ann Arbor, MI: ProQuest Dissertations Publishing.
- Dunn, W., Hughes, P., & Gray, B. R. (1988). Managing occupational therapy in rural education. Kansas City: University of Kansas Medical Center.
- Individuals with Disabilities Education Act (IDEA). (2004). Retrieved December 10, 2020, from https://sites.ed.gov/idea/
- Kohler, E., & Mayberry, W. (1993). A comparison of practice issues among occupational therapists in the rural northwest and the rocky mountain regions. The American Journal of Occupational Therapy, 47(8), 731–737. doi:10.5014/ajot.47.8.731
- McGuire, B., Cahill, S. M., Krumdick, N., & Lee, M. M. (2015). Rural school occupational therapists in response to intervention (RtI): Doing more with less? The American Journal of Occupational Therapy, 69(1), 69115051121. doi:10.5014/ajot.2015.69s1-po3088
- National Center for Educational Statistics (NCES). (2016). Table 4. Number of city, suburban, town, and rural regular, operating public elementary and secondary schools with student membership and percentage distribution of students in membership, by state or jurisdiction: School year 2015–16. National Center for Educational Statistics. https://nces.ed.gov/pubs2018/2018052/tables/table_04.asp
- NYSED. (2018). NYS occupational therapy: laws, rules & regulations: Article 156. http://www.op.nysed.gov/prof/ot/article156.htm
- Schneider, E., & Chandler, B. E. (2019). Laws that affect occupational therapy in schools. In Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). Best practices for occupational therapy in schools (2nd ed.). Bethesda, MD: AOTA Press, Inc.
- Seruya, F., & Garfinkel, M. (2020). Caseload and workload: Current trends in school-based practice across the United States. The American Journal of Occupational Therapy, 74(5), 74052050901–74052050908. doi:10.5014/ajot.2020.039818
- Spencer, K. C., Turkett, A., Vaughan, R., & Koenig, S. (2006). School-based practice patterns: A survey of occupational therapists in Colorado. American Journal of Occupational Therapy, 60(1), 81–91. doi:10.5014/ajot.60.1.81
- U.S. Bureau of Labor Statistics. (2019, March 29). 29-1122 occupational therapists. https://www.bls.gov/oes/2018/may/oes291122.htm
- Wills, K., & Case-Smith, J. (1996). Perceptions and experiences of occupational therapists in rural schools. The American Journal of Occupational Therapy, 50(5), 370–379. doi:10.5014/ajot.50.5.370