Evaluating a capacity building initiative for occupational therapists working with autistic students
Bibliographic record
Abstract
This paper presents a capacity building initiative aimed at supporting occupational therapists in implementing Towards Inclusive Schools, a multi-tiered practice model developed to foster meaningful participation and well-being of autistic students and their peers. Twelve occupational therapists participated in the capacity building initiative, which included virtual training sessions, community of practice sessions and access to tools to support implementation. A convergent mixed methods study was carried out. This paper presents occupational therapists’ perspectives regarding the evolution of their knowledge, confidence and practice. It also shares key elements influencing their ability to use knowledge following their involvement in the capacity building initiative. These pertain to the capacity building initiative itself, the therapists’ practice context, and their personal characteristics. Of note, the importance of the community of practice sessions to support practice changes came out strongly, as well as the need for occupational therapists to be present regularly enough on the school premises to be able to implement a multi-tiered practice model like this one. It is hoped that the findings will be helpful to others who wish to support school-based practice.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.024 | 0.041 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.003 | 0.008 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".