Journal of Occupational Therapy Schools and Early Intervention

Scope & Guideline

Innovating Early Intervention Strategies for Tomorrow's Therapists

Introduction

Welcome to your portal for understanding Journal of Occupational Therapy Schools and Early Intervention, featuring guidelines for its aims and scope. Our guidelines cover trending and emerging topics, identifying the forefront of research. Additionally, we track declining topics, offering insights into areas experiencing reduced scholarly attention. Key highlights include highly cited topics and recently published papers, curated within these guidelines to assist you in navigating influential academic dialogues.
LanguageEnglish
ISSN1941-1243
PublisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Support Open AccessNo
CountryUnited Kingdom
TypeJournal
Convergefrom 2008 to 2024
AbbreviationJ OCC THER SCH EARLY / J. Occup. Ther. Sch. Early. Interv.
Frequency4 issues/year
Time To First Decision-
Time To Acceptance-
Acceptance Rate-
Home Page-
Address2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND

Aims and Scopes

The Journal of Occupational Therapy Schools and Early Intervention focuses on advancing the practice of occupational therapy in educational settings, particularly for children and youth with diverse needs. The journal emphasizes evidence-based practices, innovative interventions, and collaborative approaches that enhance the participation and quality of life for individuals with disabilities.
  1. School-Based Occupational Therapy Practices:
    The journal explores various school-based occupational therapy practices aimed at improving educational outcomes and social participation for children with disabilities.
  2. Intervention Strategies for Neurodevelopmental Disorders:
    Research published often focuses on specific intervention strategies tailored for children with neurodevelopmental disorders, addressing their unique challenges in educational settings.
  3. Collaboration and Interprofessional Practices:
    A core area of focus is on collaboration among occupational therapists, educators, and other professionals to enhance student outcomes and promote inclusive education.
  4. Evidence-Based Research and Systematic Reviews:
    The journal frequently publishes systematic reviews and evidence-based studies that provide insights into the effectiveness of different occupational therapy interventions.
  5. Development of Assessment Tools:
    There is a strong emphasis on the development and validation of assessment tools that support occupational therapy practices in schools, ensuring that interventions are tailored to the individual needs of children.
  6. Focus on Inclusion and Accessibility:
    The journal promotes themes of inclusion and accessibility within the school environment, advocating for strategies that support all children's participation in learning and social activities.
Recent publications in the Journal of Occupational Therapy Schools and Early Intervention highlight several emerging themes that reflect current trends and priorities in the field of occupational therapy in educational contexts.
  1. Telehealth and Remote Interventions:
    The rise of telehealth and remote intervention strategies has become increasingly prominent, especially in response to challenges posed by the COVID-19 pandemic, showcasing the adaptability of occupational therapy practices.
  2. Multi-Tiered Systems of Support (MTSS):
    The implementation of MTSS within schools is gaining traction, with research focusing on how occupational therapy can integrate into these frameworks to support diverse student needs.
  3. Sensory Processing Interventions:
    There is an emerging focus on sensory processing interventions, particularly in relation to children with autism and other developmental disabilities, reflecting a growing awareness of sensory needs in educational settings.
  4. Parent and Family Involvement:
    Research emphasizing the role of parents and families in occupational therapy interventions is on the rise, indicating a shift towards more inclusive and collaborative approaches that recognize the importance of family dynamics.
  5. Social-Emotional Development:
    There is a growing trend towards addressing social-emotional development in occupational therapy practices, recognizing its critical role in overall child development and success in school environments.

Declining or Waning

While the Journal of Occupational Therapy Schools and Early Intervention has seen growth in various areas, some themes have become less prominent in recent years. This decline could indicate shifts in research focus or changes in educational practices.
  1. Traditional Handwriting Interventions:
    There appears to be a waning interest in traditional handwriting interventions, as newer methods and technologies are being explored, reflecting a shift towards more holistic approaches to literacy and communication.
  2. Generalized Occupational Therapy Practices:
    There is a decline in publications focusing on generalized or non-specific occupational therapy practices, with a shift towards more targeted and specialized interventions for specific populations.
  3. Single-Domain Assessments:
    Research focusing solely on single-domain assessments (such as fine motor skills without considering broader occupational performance) has decreased, as the field moves towards more comprehensive and integrative assessment methods.

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