Journal of Occupational Therapy Schools & Early Intervention

期刊简介：With more than one quarter of all occupational therapists currently working in educational settings, the absence of a comprehensive resource on research and issues related to school-practice has been a problem for practitioners who don’t have ready access to university libraries. The Journal of Occupational Therapy, Schools & Early Intervention provides a much-needed single source for articles that examine innovative practice methods, strategies for effective decision-making, and the latest evidence-based research findings consistent with current professional policies and guidelines. This unique, peer-reviewed journal focuses on early intervention and schools but also includes other settings (home, clinics, juvenile justice system) to help promote the seamless transition of effective services for children and adolescents. The Journal of Occupational Therapy, Schools & Early Intervention translates policy into practice with research findings, opinion pieces, and “how-to” articles that examine topic areas including early intervention, preschool, elementary, and secondary, as well as general areas including administration, theory, continuing competency, and advocacy. In addition, the journal presents regular features on documentation tips, grants and funding, adaptive equipment, therapy activities, administration and work design, and Internet resources, reviews therapy “tools” (books, software, etc.), and keeps you posted on disability updates, as well as policy changes and changes in legislation. The Journal of Occupational Therapy, Schools & Early Intervention also devotes entire issues to vital topics that require more in-depth examination, including: assistive technology in early intervention and schools evidence-based practice play and leisure communities of practice and collaboration decision-making transition and more! The Journal of Occupational Therapy, Schools & Early Intervention is an essential resource for OTs working in early intervention and schools, an invaluable training tool for OT educators and administrators, and a helpful guide for anyone involved in the service design and implementation of programs for children and adolescents with disabilities. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous reviewers. Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.

【译文】目前超过四分之一的职业治疗师在教育机构工作，对于无法随时访问大学图书馆的从业者来说，缺乏与学校实践相关的研究和问题的综合资源一直是一个问题。 《职业治疗、学校和早期干预杂志》为研究创新实践方法、有效决策策略以及与当前专业政策和指南一致的最新循证研究结果的文章提供了急需的单一来源。这本独特的同行评审期刊重点关注早期干预和学校，但也包括其他环境（家庭、诊所、少年司法系统），以帮助促进为儿童和青少年提供有效服务的无缝过渡。 《职业治疗、学校和早期干预杂志》通过研究结果、观点文章和“操作方法”文章将政策转化为实践，这些文章研究了早期干预、学前、小学和中学等主题领域，以及管理、理论、持续能力和宣传等一般领域。此外，该杂志定期提供有关文档提示、赠款和资助、适应性设备、治疗活动、管理和工作设计以及互联网资源的专题，评论治疗“工具”（书籍、软件等），并让您随时了解残疾最新情况以及政策变化和立法变化。 《职业治疗、学校和早期干预杂志》还将整个期刊投向需要更深入研究的重要主题，包括：早期干预中的辅助技术和学校基于证据的实践游戏和休闲实践社区和协作决策过渡等等！ 《职业治疗、学校和早期干预杂志》是从事早期干预和学校工作的 OT 的重要资源，是 OT 教育者和管理人员的宝贵培训工具，也是参与残疾儿童和青少年项目服务设计和实施的任何人的有用指南。同行评审政策：本期刊的所有研究文章都经过严格的同行评审，基于最初的编辑筛选和两位匿名审稿人的匿名评审。出版办公室：Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106。