[article] 
inCanadian Journal of Occupational Therapy > 84(2) (April 2017) . - p.76-86

Titre :	Enhancing classroom participation of students with intellectual and developmental disabilities
Titre original :	Améliorer la participation en classe des élèves ayant des déficiences intellectuelles et des troubles envahissants du développement
Type de document :	texte imprimé
Auteurs :	Efrat Selanikyo ; Shira Yalon-Chamovitz ; Naomi Weintraub
Année de publication :	2017
Article en page(s) :	p.76-86
Langues :	Anglais (eng)
Mots-clés :	collaboration consultative  déficience intellectuelle  écoles  ergothérapie  etudes cas-témoins
Résumé :	Abstract Background. Students with intellectual and developmental disabilities (IDD) have been found to participate less in school-based activities. Purpose. This study aimed to examine the effectiveness of a combined in-service and collaborative consultation intervention model for enhancing classroom participation of students with IDD. Method. The Collaborative Consultation for Participation of Students With IDD (Co-PID) program involved a multidisciplinary team (an occupational therapist and 17 teachers) as well as 35 students and was compared to an in-service program (20 teachers and 34 students). Students were 8 to 20 years old. The programs aimed to enhance three classroom participation components: communicating, choosing, and initiating. Findings. The Co-PID was found to significantly improve students’ participation in all areas, whereas the participation of the students in the in-service group decreased. Implications. A school-based multidisciplinary intervention program for students with IDD, combining in-service and collaborative consultation (e.g., Co-PID), may assist in enhancing classroom participation among students with IDD.
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[article] Enhancing classroom participation of students with intellectual and developmental disabilities = Améliorer la participation en classe des élèves ayant des déficiences intellectuelles et des troubles envahissants du développement [texte imprimé] / Efrat Selanikyo ; Shira Yalon-Chamovitz ; Naomi Weintraub . - 2017 . - p.76-86.
Langues : Anglais (eng)
in Canadian Journal of Occupational Therapy > 84(2) (April 2017) . - p.76-86

Mots-clés :	collaboration consultative  déficience intellectuelle  écoles  ergothérapie  etudes cas-témoins
Résumé :	Abstract Background. Students with intellectual and developmental disabilities (IDD) have been found to participate less in school-based activities. Purpose. This study aimed to examine the effectiveness of a combined in-service and collaborative consultation intervention model for enhancing classroom participation of students with IDD. Method. The Collaborative Consultation for Participation of Students With IDD (Co-PID) program involved a multidisciplinary team (an occupational therapist and 17 teachers) as well as 35 students and was compared to an in-service program (20 teachers and 34 students). Students were 8 to 20 years old. The programs aimed to enhance three classroom participation components: communicating, choosing, and initiating. Findings. The Co-PID was found to significantly improve students’ participation in all areas, whereas the participation of the students in the in-service group decreased. Implications. A school-based multidisciplinary intervention program for students with IDD, combining in-service and collaborative consultation (e.g., Co-PID), may assist in enhancing classroom participation among students with IDD.
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