ABSTRACT

Objective: The purpose of this study is to develop competency indicators for school-based occupational therapists (SBOT). Identification of core competencies which includes knowledge, skills, and characteristics is required for successful performance of school-based occupational therapy. Method: A delphi study was conducted in two parts with eight occupational therapists with SBOT background. Five therapists with more than 10 years of clinical experience with pediatric to adolescent population were selected from the Delphi responses. Competency indicators for SBOT in Korea were developed through collection and modification of the final Delphi data. Result: A total of 36 indicators were developed as competency indicators for SBOT. Three competency clusters— expertise knowledge, job skills, and personal characteristics—each consisting of 14, 11, and 11 competency indicators were identified. Conclusion: This study demonstrates the competencies needed as SBOT on expertise knowledge and job skills, as well as personal characteristics needed to communicate with professionals from other disciplines. The competency indicators for school-based occupational therapists developed in this study derives from socio-educational model, not medical model. Thus, this indicators are expected to provide basic foundation for the development of school-based occupational therapy school curriculum.