Anton Sigitov, André Hinkenjann, Ernst Kruijff, Oliver Staadt
Task Dependent Group Coupling and Territorial Behavior on Large Tiled Displays
Frontiers in robotics and AI
internationally suggested schoolbased occupational therapy sbot important role supporting inclusion educational settings sbot multitiered service delivery models identified way forward maximize school inclusion therefore identifying evidence implementation tiered interventions sbot vital identify map evidence occupational therapy literature relating sbot interventions delivered elementary schools children risk identified diagnoses peerreviewed literature published 14 occupational therapy journals 1990 2020 indexed ebscohost database included studies within scope sbot reported school occupations focused elementary schoolage children excluding kindergarteners preschoolers forty studies met criteria individualtier intervention studies n 22 primarily reported direct interventions children risk identified diagnoses tier 2 tier 3 focusing mostly remedial approaches none adopted wholeschool approach despite handwriting selfregulation dominant areas concern studies explicitly related inclusion outcomes evidence implementing multitiered models primarily used indirect collaborative consultation embedded school context n 18 studies identified positive school staff child outcomes collaboration timely consistent authentic rigorous individualtier intervention studies required inform design implementation multitiered interventions sbot support participation inclusion schools article adds scoping review provides evidence support occupational therapists professional reasoning developing evidencebased contextual educationally relevant multitiered models intervention sbot