Parent-Perceived Effectiveness of the Occupational Performance Coaching Model: A Doctoral Capstone Project

Abstract

The ultimate purpose of this capstone project was to identify an evidence-based method that helps to close the gap between the number of children who need therapy services and the number of children who receive them. A formal needs assessment was conducted, confirming that this gap is real and exists due to a variety of factors—lack of parent involvement, education, and in-home carryover being at the forefront. As a result, this study aimed to examine the parents’ opinions on the effectiveness of implementing a coaching model, specifically the Occupational Performance Coaching (OPC) model. A thorough literature review was conducted on this model, identifying its structure and strengths. The goal of the coaching model was to empower parents to be autonomous and confident when working with their children at home. This model was implemented with 9 participant families during a 6-week period in which in-person services were delivered to the child with both the therapist and parent present. The therapist coached the parent throughout the session, exchanging information and encouraging independent problem-solving apart from therapy. After the 6-week period, all participant families were asked to take the post-experiential survey and 8 completed it. The responses were uniformly positive and supported the premise and use of the OPC through three major themes, identified and coded using directed qualitative content analysis. These themes were program value, expectation setting, and benefits including empowerment through knowledge acquisition and skill acquisition. The project was deemed mutually beneficial by each the student and the capstone site and had an overall positive impact on the profession of occupational therapy.