AbstractEvidence-based management of developmental coordination disorder (DCD) in school-age children re-quires putting into practice the best and most current re-search findings, including evidence that early identifica-tion, self-management, prevention of secondary disability, and enhanced participation are the most appropriate foci of school-based occupational therapy. Partnering for Change
(P4C) is a new school-based intervention based upon these principles that has been developed and evaluated in Ontario, Canada, over an 8-year period. Our experience to date indicates that its implementation in schools is high-ly complex with involvement of multiple stakeholders across health and education sectors. In this paper, we de-scribe and reflect upon our team’s experience in using community-based participatory action research, knowledge translation, and implementation science to transform evidence-informed practice with children who have DCD.