OCCUPATIONAL THERAPY IN HEALTH CARE最新文献

{"title":"Impact of Auditory and Visual Information on Corticospinal Excitability and Vividness in Mental Practice Using Motor Imagery: A Pilot Study in Healthy Adults.","authors":"Akira Nakashima, Naoki Iso, Toshio Higashi, Akira Sagari, Kengo Fujiwara, Takefumi Moriuchi","doi":"10.1080/07380577.2026.2744793","DOIUrl":"https://doi.org/10.1080/07380577.2026.2744793","url":null,"abstract":"<p><p><b>Purpose/Aim:</b> Observation of task-related videos during motor imagery (MI) is frequently incorporated into mental practice as a strategy to enhance imagery vividness. However, the effects of auditory and visual information obtained from task videos on MI generation during complex, task-oriented activities of daily living remain unclear. <b>Materials and Methods:</b> This pilot study of eight healthy adults examined the effects of sensory information from a video of an activity of daily living on MI under four conditions: no information, auditory information, visual information, and combined auditory and visual information. The MI task involved cutting paper with scissors. Corticospinal excitability during MI was assessed using motor-evoked potentials elicited by transcranial magnetic stimulation, and subjective MI vividness was evaluated using a visual analog scale. <b>Results:</b> Corticospinal excitability differed significantly across the four conditions (no information, auditory information, visual information, and combined auditory and visual information); however, post hoc analyses did not reveal significant differences between individual conditions. In contrast, subjective MI vividness differed significantly across conditions, with the combined auditory and visual condition yielding the highest vividness ratings. Visual information tended to facilitate MI more effectively than auditory information. <b>Conclusions:</b> These findings suggest that combining visual and auditory sensory information enhances the subjective vividness of MI during mental practice for activities of daily living. Incorporating task-related sensory information may therefore support more effective implementation of mental practice in rehabilitation, particularly in occupational therapy practice.</p>","PeriodicalId":46157,"journal":{"name":"OCCUPATIONAL THERAPY IN HEALTH CARE","volume":" ","pages":"1-13"},"PeriodicalIF":0.9,"publicationDate":"2026-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149166562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Art Analysis in Occupational Therapy Education: Building Foundational Skills and Reflective Awareness of Implicit Bias.","authors":"LaRonda Lockhart-Keene, Susan M Persia","doi":"10.1080/07380577.2026.2747068","DOIUrl":"https://doi.org/10.1080/07380577.2026.2747068","url":null,"abstract":"<p><p>Occupational therapy education requires instructional approaches that help students move beyond memorizing foundational concepts to applying them in meaningful ways. This instructional insight describes the integration of structured art analysis into a first-semester Occupational Competence course as an experiential strategy for teaching the Occupational Therapy Practice Framework (OTPF-4) and activity analysis. Through individual, classroom, and museum-based learning experiences, students engaged in guided observation, discussion, reflection, and application using artwork as a low-risk context for developing observational and interpretive skills. Evidence of student learning included confidence surveys and written reflections completed throughout the instructional sequence. Students reported increased confidence in applying OTPF concepts and activity analysis, while reflections demonstrated greater awareness of how personal experiences and implicit bias can influence interpretation. Students also described the importance of considering multiple perspectives and avoiding premature assumptions before drawing conclusions. By intentionally connecting art analysis to occupational therapy practice, this instructional approach helped students apply foundational occupational therapy concepts while fostering reflective awareness that supports thoughtful professional judgment. Structured art analysis offers occupational therapy educators an engaging and adaptable strategy for promoting active learning and preparing students to apply foundational knowledge in future clinical practice.</p>","PeriodicalId":46157,"journal":{"name":"OCCUPATIONAL THERAPY IN HEALTH CARE","volume":" ","pages":"1-16"},"PeriodicalIF":0.9,"publicationDate":"2026-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149166596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Therapeutic Climbing in Pediatric Practice: Therapist Perspectives on Mechanisms, Delivery, and Contextual Factors - A Qualitative Study.","authors":"Carmen Kaar, Martin Kopp","doi":"10.1080/07380577.2026.2743547","DOIUrl":"https://doi.org/10.1080/07380577.2026.2743547","url":null,"abstract":"<p><p>Therapeutic climbing is increasingly used in pediatric occupational therapy, yet implementation practices and reasons for non‑adoption remain underexplored. This qualitative study examined how Austrian pediatric occupational therapists position therapeutic climbing within occupation‑centered, movement‑based practice; how they deliver it in community contexts; perceived benefits and mechanisms; and barriers to adoption, including non‑user perspectives. Semi‑structured interviews were conducted with 24 state‑certified pediatric occupational therapy practitioners (12 climbing users, 12 non‑users) and analyzed inductively using reflexive thematic analysis. Therapists described therapeutic climbing as a structured, safety‑oriented, movement‑based occupational therapy intervention delivered in individual, dyadic, and small‑group formats, typically progressing from separation and everyday task preparation through warm‑up to graded climbing, with explicit readiness criteria for height and rope work under high supervision. Belaying was used as closely overseen responsibility training. Reported benefits co‑occurred across domains: motor coordination and praxis, sensory regulation, attention and other executive functions, self‑efficacy, social responsibility, and strong motivation linked to therapeutic climbing's sport‑like framing in real‑world settings. Therapists attributed these effects to belay‑based trust and responsibility, graded exposure to height, dense problem‑solving with immediate feedback, visible progress, and ecological delivery in public gyms. Adoption depended on accepting facility partners, intensive logistics and training, safety/liability governance, and uncovered venue costs. Non‑users largely endorsed therapeutic climbing's rationale but cited lack of personal climbing practice, limited gym access, training and safety demands, and unreimbursed fees. Overall, therapeutic climbing was viewed as a promising, participation‑oriented approach; principal constraints were systemic rather than conceptual. Rigorous comparative studies with clear fidelity and context reporting are needed to identify mechanisms and specify for whom and under what conditions therapeutic climbing adds value.</p>","PeriodicalId":46157,"journal":{"name":"OCCUPATIONAL THERAPY IN HEALTH CARE","volume":" ","pages":"1-32"},"PeriodicalIF":0.9,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149138684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ruth A. Robinson-Distinguished Service Career.","authors":"Kathlyn L Reed","doi":"10.1080/07380577.2026.2725964","DOIUrl":"10.1080/07380577.2026.2725964","url":null,"abstract":"<p><p>Ruth Alice Robinson's service to the occupational therapy profession is marked by five noteworthy events. She was president of the American Occupational Therapy Association (AOTA) when the motion was adopted that created the certified occupational therapy assistant (COTA) practitioners and membership category. Her administrative, organizational, and documentation skills contributed to the reclassification of occupational therapy in the United States Civil Service code from subprofessional to professional. She started the occupational therapy educational program in the Army during the Korean War and was the first occupational therapist to be promoted to chief of the Army Medical Specialist Corps (AMSC). Finally, she was the first person to be promoted to the permanent rank of colonel in the AMSC (Editorial, 1962).</p>","PeriodicalId":46157,"journal":{"name":"OCCUPATIONAL THERAPY IN HEALTH CARE","volume":" ","pages":"914-929"},"PeriodicalIF":0.9,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mississippi School of Occupational Therapy and Department.","authors":"Kathlyn L Reed","doi":"10.1080/07380577.2023.2243340","DOIUrl":"10.1080/07380577.2023.2243340","url":null,"abstract":"<p><p>This paper discusses the development of the Mississippi School of Occupational Therapy, the first occupational therapy education program supported by a state government, and the first to start in the deep south. This article explores what is known about the school and the department to which the school was to supply therapists. The school existed from 1921-1926 under Eleanor Goodwin Morse a student of Eleanor Clarke Slagle, and followed the curriculum design of the Henry B. Favill School of Occupation and continued under Louise Howorth until 1929. The forty-three graduates whose names can be identified, staffed the Department of Occupational Therapy at the Mississippi State Insane Asylum and occupational therapy departments in eleven other states thus spreading the knowledge and skills of occupational therapy throughout the south and east coast.</p>","PeriodicalId":46157,"journal":{"name":"OCCUPATIONAL THERAPY IN HEALTH CARE","volume":" ","pages":"867-882"},"PeriodicalIF":0.9,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9943926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Jennie K. Allen, Pioneer Occupational Therapist and Educator.","authors":"Kathlyn L Reed","doi":"10.1080/07380577.2026.2714112","DOIUrl":"10.1080/07380577.2026.2714112","url":null,"abstract":"<p><p>The purpose of the paper is to describe the life and work of occupational therapist Jennie K. Allen, a pioneer practitioner and educator who developed one of the first occupational therapy education programs at the University of Iowa before accreditation standards were developed. To provide a frame of reference for her significance to the profession, a brief review of the history of occupational therapy education is provided. Allen's contributions to the early education of practitioners and practice of occupational therapy, especially in pediatrics, is also discussed.</p>","PeriodicalId":46157,"journal":{"name":"OCCUPATIONAL THERAPY IN HEALTH CARE","volume":" ","pages":"850-866"},"PeriodicalIF":0.9,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148686162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What Happened to the Reconstruction Aides. The Mariam Allen Morris Beattie Story.","authors":"Kathlyn L Reed","doi":"10.1080/07380577.2026.2714109","DOIUrl":"10.1080/07380577.2026.2714109","url":null,"abstract":"<p><p>While the link between occupational therapy and reconstruction aides may be known to occupational therapy, there is little known about what happened to the reconstruction aides <i>after</i> the end of World War I. Thus, the purpose of this paper is to describe what happened to the reconstruction aides after the war. Named as the Superintendent of the Reconstruction Aides after the war, Mariam Morriss Beattie is missing link to the history of the reconstruction aides and their continuing service to the government and the occupational therapy profession. As a capable leader after World War I and through World War II, her story outlines the changes in management the reconstruction aides experienced including leadership responsibility and the government agencies responsible for employment. This is her story and those who continued to provide occupational therapy through various governmental agencies.</p>","PeriodicalId":46157,"journal":{"name":"OCCUPATIONAL THERAPY IN HEALTH CARE","volume":" ","pages":"835-849"},"PeriodicalIF":0.9,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148686211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mary Reilly: Theorist, Scholar, and Educator.","authors":"Kathlyn L Reed","doi":"10.1080/07380577.2026.2701271","DOIUrl":"10.1080/07380577.2026.2701271","url":null,"abstract":"<p><p>Mary Reilly was a major contributor to the education, practice, and research of occupational therapy during the twentieth century. In addition to developing the Occupational Behavior Work-Play model to guide education and practice, she promoted entry-level education at the master's level and encouraged her students to publish their master's thesis research in the professional journal. Her philosophical hypothesis that humans could, through the use of their hands, influence the state of their own health has been cited frequently since she shared the idea in her 1961 Eleanor Clarke Slagle honorary lecture. This paper summarizes her life history and professional contribution to occupational therapy.</p>","PeriodicalId":46157,"journal":{"name":"OCCUPATIONAL THERAPY IN HEALTH CARE","volume":" ","pages":"930-944"},"PeriodicalIF":0.9,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148438254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ruth W. Brunyate Wiemer: Implementing a Vision.","authors":"Kathlyn L Reed","doi":"10.1080/07380577.2024.2403113","DOIUrl":"10.1080/07380577.2024.2403113","url":null,"abstract":"<p><p>Ruth Brunyate Wiemer, MA, OTR was instrumental in implementing the changes mandated by the adoption of the 1965 Bylaws which effectively separated the national occupational therapy association into a business league (American Occupational Therapy Association) and a charitable research focused organization (American Occupational Therapy Foundation). Wiemer may not be as well- known as her friend and colleague Wilma L. West, yet they shared similar attributes; West is known as the \"thinker\", Wiemer was the \"doer\". The paper's focus is on Wiemer's life, work, and her important contributions to the profession of occupational therapy.</p>","PeriodicalId":46157,"journal":{"name":"OCCUPATIONAL THERAPY IN HEALTH CARE","volume":" ","pages":"966-995"},"PeriodicalIF":0.9,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Meta Rupp Cobb: First Serving AOTA Paid Executive Secretary.","authors":"Kathlyn L Reed","doi":"10.1080/07380577.2026.2710991","DOIUrl":"10.1080/07380577.2026.2710991","url":null,"abstract":"<p><p>This article documents and discusses the life and work of Meta Rupp Cobb, first executive secretary paid by the American Occupational Therapy Association (AOTA) when the office was in New York City. Cobb took office during the period when the American economy was recovering from the Great Depression and World War II was on the horizon, complicating Cobb's position as the primary spokesperson and contact person representing the profession of occupational therapy in the United States (U.S.) and abroad. This paper discusses Cobb's contributions to the AOTA and the profession in the three areas: national office and staff, national association activities, and nationwide response to the need to increase manpower, educational opportunity and delivery of occupational therapy services. The methodology was qualitative using historical documents from the late 1930s and early 1940s based on biographical research. This paper provides an important examination of one of the most significant positions in the AOTA as well as Cobb's contributions to the profession but may be overlooked historically because of the impact of World War II on occupational therapy personnel and services.</p>","PeriodicalId":46157,"journal":{"name":"OCCUPATIONAL THERAPY IN HEALTH CARE","volume":" ","pages":"883-898"},"PeriodicalIF":0.9,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148632273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}