Enriching Occupational Therapy in Early Intervention: Using and Documenting the Evidence

Occupational therapists working in Kentucky’s Early Intervention System (First Steps) are required to use evidence-based practice within their treatment sessions. Evidence-based practice incorporates information from scientific research, the clinician’s expertise and the family’s values in an all-encompassing treatment approach. Implementing evidence-based practice into treatment sessions promotes efficiency in treatment by improving clinical outcomes in a shorter period of time. This capstone project was developed as a first step in identifying methods to promote the implementation and documentation of evidence-based practice into early intervention services. This project included developing an online continuing education course and exploring changes in occupational therapists perceptions regarding their ability to access, use and explain evidence-based practice in their intervention before, during and after participating in the course. The project has been designed around the Knowledge-to- Action Framework (Straus, Tetroe, & Graham, 2006). The participants were selected from a convenience sample and each participant was treated as a case study. The data has been obtained from surveys and group discussions and then analyzed and organized into a checklist matrix. Several perceived barriers to implementation of evidence-based practice were identified. As the participants reviewed strategies, participated in discussions and were provided with links to databases, they were able to identify solutions to the barriers and set goals for improving their use of evidence-based practice. The project results support the use of interactive, online continuing education modules as an effective method for disseminating information that is applicable to the profession