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Holly Peretz, OT
Inclusive classrooms and push-in as a service delivery model

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Holly Peretz is a Pediatric Occupational Therapist with 14+ years of experience working with children and parents as a therapist and parent educator within hospitals, NGO’s preschools, hydrotherapy, and online. Through her work at Precision CPD she aims to better the services provided to children through quality professional development events, content, and courses for professionals working with children.

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References and Resources Mentioned:

  • ASHA, AOTA, APTA. (2022). Joint Statement on Interprofessional Collaborative Goals in School-Based Practice. Retrieved from https://www.asha.org/siteassets/ipp/joint-statement-on-interprofessional-collaborative-goals-in-scho… 
  • Chiarello, L. A., Effgen, S. K., Jeffries, L., Bush, H. M., & Gentile, A. M. (2016). Outcomes of physical therapy school-based services for children with disabilities. Physical Therapy, 96(8), 1214–1224. 
  • Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., … & Adamczyk, D. F. (2010). Evidence-based systematic review: Effects of different service delivery models on communication outcomes for elementary school-age children. Language, Speech, and Hearing Services in Schools, 41(3), 233–264. https://doi.org/10.1044/0161-1461(2009/08-0128) 
  • Clevenger, C., Effgen, S. K., & McCoy, S. W. (2020). Predictors of the gap between ideal and actual use of embedded school-based physical therapy services. Pediatric Physical Therapy, 32(3), 248–254. https://doi.org/10.1097/PEP.0000000000000701 
  • Davies, M. (2024). Case examples of embedded occupational therapy in elementary school routines. American Journal of Occupational Therapy. [AJOT – case-based practice examples] 
  • Jeffries, L., Chiarello, L. A., & Effgen, S. K. (2020). Goal content and goal attainment in school-based physical therapy. Physical Therapy, 100(7), 1115–1127. https://doi.org/10.1093/ptj/pzaa023 
  • Kovarsky, D., & Hixon, T. (2008). Clinician–teacher collaboration in inclusive classrooms. Topics in Language Disorders, 28(2), 124–137. 
  • McGinty, A. S., & Justice, L. M. (2006). Classroom-based versus pull-out interventions: A review of experimental evidence. EBSCO Research Starters: Education, ERIC database. 
  • O’Kane, S., McCarthy, C., & Doody, C. (2021). Occupational therapy service provision in Irish primary schools: A cross-sectional survey. Irish Journal of Occupational Therapy, 49(1), 12–26. 
  • Speechy Musings. (2022). Why you should give push-in therapy a chance. Retrieved from https://speechymusings.com/2022/04/18/why-you-should-give-push-in-therapy-a-chance/ 
  • Start Early. (2024). ECSE Services in Community Settings: Itinerant Push-In Support. Retrieved from https://www.startearly.org/app/uploads/2024/03/Branded_ECSE-Services-in-Community-Settings.pdf 
  • Throneburg, R. N., Calvert, L. K., Sturm, J. J., Paramboukas, A. A., & Paul, P. J. (2000). A comparison of service delivery models: Effects on curricular vocabulary skills in the school setting. American Journal of Speech-Language Pathology, 9(1), 10–20. https://doi.org/10.1044/1058-0360.0901.10 
  • OT Schoolhouse. (n.d.). How to successfully implement push-in OT services. Retrieved from https://www.otschoolhouse.com/single-post/how-to-successfully-implement-push-in-ot-services 
  • Watt, H., Richards, K., & Smith, T. (2022). Push-in or pull-out? Factors influencing occupational therapy service delivery in schools. American Journal of Occupational Therapy, 72(4_Supplement_1), 7211510188p1. 
  • Wilson, L., McNeill, B. C., & Gillon, G. T. (2019). Speech-language pathology and teaching students’ perceptions of interprofessional practice in education. International Journal of Speech-Language Pathology, 21(3), 319–329. https://doi.org/10.1080/17549507.2018.1444093 
  • ASHA Leader. (2013). Should I stay or should I go? The push-in/pull-out dilemma. Retrieved from https://leader.pubs.asha.org/doi/10.1044/leader.SIGN.18082013.56

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