American Journal of Occupational Therapy最新文献

{"title":"2023 Accreditation Council for Occupational Therapy Education (ACOTE®) Standards and Interpretive Guide (effective July 31, 2025).","authors":"","doi":"10.5014/ajot.2024.78S102","DOIUrl":"https://doi.org/10.5014/ajot.2024.78S102","url":null,"abstract":"<p><p>The Accreditation Council for Occupational Therapy Education (ACOTE®) Standards and Interpretive Guide provides the required elements for educational programs and establishes critical competencies necessary to prepare students to become entry-level occupational therapists (OTs) or occupational therapy assistants (OTAs). The Standards review process is completed every 5 years to ensure that the entry-level educational standards reflect current occupational therapy practice. ACOTE uses a comprehensive review process to ensure participation by all stakeholders and communities of interest. For more information, please visit the ACOTE website at www.acoteonline.org.</p>","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"78 Suppl 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Physical Agent, Mechanical, and Instrument-Assisted Modalities in Occupational Therapy Practice.","authors":"","doi":"10.5014/ajot.2024.78S103","DOIUrl":"https://doi.org/10.5014/ajot.2024.78S103","url":null,"abstract":"<p><p>This AOTA Position Statement describes how physical agent, mechanical, and instrument-assisted modalities (PAMIMs) may be used by occupational therapy practitioners (i.e., occupational therapists and occupational therapy assistants) as part of a comprehensive plan of intervention designed to enhance engagement in occupation.</p>","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"78 Suppl 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Guidelines for Contributors to AJOT.","authors":"","doi":"10.5014/ajot.2024.78S109","DOIUrl":"10.5014/ajot.2024.78S109","url":null,"abstract":"<p><p>The American Journal of Occupational Therapy (AJOT) is the official journal of the American Occupational Therapy Association (AOTA). The primary mission of AJOT is to publish peer-reviewed research examining the effectiveness and efficacy of occupational therapy practice so that occupational therapy professionals can make informed, evidence-based decisions about best practice. In addition, the journal aims to publish (1) research documenting the reliability and validity of occupational therapy instruments; (2) studies demonstrating a relationship between occupational engagement and the facilitation of community participation and health; and (3) articles that provide a forum for scholars to debate professional issues that affect education, practice, and research. This Guidelines for Contributors to AJOT is also available at the American Journal of Occupational Therapy manuscript submission website, ScholarOne (go to https://mc04.manuscriptcentral.com/ajot and click \"Instructions & Forms\" in the upper right). These guidelines are published annually in a supplement to the journal; any changes implemented in the interim are published to the Author Guidelines page on the AJOT website (go to https://research.aota.org/ajot/pages/authorguidelines).</p>","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"78 Suppl 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143053838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Different, But Same.","authors":"Alyson Stover","doi":"10.5014/ajot.2024.078601","DOIUrl":"https://doi.org/10.5014/ajot.2024.078601","url":null,"abstract":"<p><p>In her Presidential Address at the AOTA INSPIRE 2024 Annual Conference & Expo in Orlando, Florida, AOTA President Alyson Stover highlights some of the unique ways occupational therapists and occupational therapy assistants are practicing today and come away inspired by the positive impacts we are making in the world. Occupational therapy is the ultimate contradiction: We are the same, but can look so different.</p>","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"78 6","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142773797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"State of the Journal, 2024.","authors":"Stacey Reynolds","doi":"10.5014/ajot.2024.078600","DOIUrl":"https://doi.org/10.5014/ajot.2024.078600","url":null,"abstract":"<p><p>The American Journal of Occupational Therapy (AJOT) has maintained its top-ranked status in the field of occupational therapy and increased its standing among all rehabilitation journals, buoyed by an increase in its 5-yr impact factor. Key outcomes for 2024 showcase the journal's breadth and depth, with 139 articles published. AJOT published a special issue on the topic of Recovery of Function After Neurological Injury and a special section on Play in Occupational Therapy. The AJOT Authors & Issues interview series has reached more than 11,000 views, and the AJOT Instagram account now has more than 1,000 followers. AJOT editorial team members have also been recognized for their expertise as leaders in the field of scholarly publishing with opportunities to participate in national and international initiatives. As AJOT looks ahead to 2025, we will focus on leading the profession in the use and adoption of new research reporting guidelines, as well as continuing to maintain our commitment to publishing articles that will move research in the profession forward.</p>","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"78 6","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142773799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School-Based Occupational Therapists' Roles Supporting Transitions Into and Throughout Kindergarten to Grade 12: A Scoping Review.","authors":"Kari Renahan, Erin Knobl, Annie Jiang, Chitrini Tandon, Wenonah Campbell","doi":"10.5014/ajot.2024.050634","DOIUrl":"10.5014/ajot.2024.050634","url":null,"abstract":"<p><strong>Importance: </strong>Large educational transitions occur when students enter and exit school or move between grades or divisions within the kindergarten to Grade 12 (K-12) school system. For students with disabilities, the quality of large educational transitions affects academic and postschool outcomes, which is germane to school-based occupational therapists.</p><p><strong>Objective: </strong>To explore the school-based occupational therapy literature to describe the roles of occupational therapists in supporting large educational transitions and to identify relevant terminology.</p><p><strong>Data sources: </strong>We searched six databases (CINAHL, EMCare, Embase, ERIC, MEDLINE, and PsycINFO) for peer-reviewed publications in English with no date limitations.</p><p><strong>Study selection and data collection: </strong>We included articles focused on children and youth with disabilities and school-based occupational therapy services supporting large transitions within K to 12 education. Using directed content analysis, we reported on publication characteristics, occupational therapy roles, and terminology.</p><p><strong>Findings: </strong>We included 46 publications spanning 37 yr that addressed transitions into school (n = 3), within K to 12 grades or divisions (n = 10), or to exit secondary education (n = 33). Occupational therapists assumed many roles in supporting large transitions, some much more frequently than others; 125 transition terms were used across included articles with few terms explicitly defined.</p><p><strong>Conclusions and relevance: </strong>School-based occupational therapists' involvement in educational transitions is extensive, with potential for expansion. Consistency in terminology would support future research and practice. Plain-Language Summary: A large educational transition occurs when students move between a school, grade, or division as part of their K to 12 education. For students with disabilities, the quality of a large educational transition affects their academic and postschool outcomes. This review provides an understanding of how school-based occupational therapists support educational transitions for youth with disabilities. The review found that occupational therapists took on many roles, with the potential for expanding their roles. The review also identified 125 transition terms that were used across the literature review and found that few terms were explicitly defined. Consistency in terminology would support future research and expanded occupational therapy practice in this area.</p>","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"78 5","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141861322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Facilitators of and Barriers to Caregiver Adherence to Home Therapy Recommendations for Infants and Children With Neuromotor and Neuromuscular Diagnoses: A Scoping Review.","authors":"Jennifer Wingrat, Carrie Price, Tess Wright","doi":"10.5014/ajot.2024.050567","DOIUrl":"10.5014/ajot.2024.050567","url":null,"abstract":"<p><strong>Importance: </strong>Caregiver-performed home therapy programs are essential to occupational therapy intervention for infants and children with neuromotor and neuromuscular diagnoses. Factors that facilitate or are barriers to caregiver adherence when making home therapy recommendations should be considered.</p><p><strong>Objective: </strong>To identify facilitators of and barriers to caregiver adherence to home therapy recommendations for children with neuromotor and neuromuscular disorders.</p><p><strong>Method: </strong>The review followed the five-step methodological framework developed by Arksey and O'Malley (2005) and was guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews.</p><p><strong>Data sources: </strong>Searches with no language or date range limits were performed in MEDLINE, CINAHL Plus with Full Text, PsycINFO, and SocINDEX on the EBSCO platform, and Scopus on the Elsevier platform from database inception through January 24, 2023.</p><p><strong>Study selection and data collection: </strong>Study inclusion criteria included caregiver adherence to home therapy recommendations for children with neuromotor and neuromuscular diagnoses. Eight hundred seventy-five articles underwent title and abstract screening; 64 articles met the criteria for full review.</p><p><strong>Findings: </strong>Twelve articles met the inclusion criteria. Four used qualitative measures, 7 used quantitative measures, and 1 used mixed methods. Qualitative thematic analysis revealed four facilitators: routine, efficacy of caregiver education, positive relationship with therapist, and perceived benefit of treatment. The analysis revealed three barriers: lack of time, lack of confidence, and caregiver stress.</p><p><strong>Conclusions and relevance: </strong>The facilitators and barriers identified are central to best-practice occupational therapy. Therapists can use expertise in analyzing routines and context to maximize the fit between family needs and home therapy recommendations. Plain-Language Summary: Home therapy for children with a neuromotor and neuromuscular diagnosis is common and uses some form of caregiver-performed movement activities or techniques. To support caregivers, occupational therapists need to understand what factors facilitate or serve as barriers to following home therapy recommendations. The review found three barriers: lack of time, lack of confidence, and caregiver stress. The review provides strategies to support home therapy based on core principles of occupational therapy practice. It also identifies the need for more research to support home therapy recommendations that fit within the child's and family's routine, that can be taught in a way that meets the child's and family's learning needs, that facilitate self-efficacy and confidence, and that reflect the values and motivators of all participants.</p>","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"78 5","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141861320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Whole Day Workload: Evaluation of a New Outcome Measure in Occupational Therapy for Adults With Type 1 Diabetes.","authors":"Raymond Hernandez, Stefan Schneider, Haomiao Jin, Claire Hoogendoorn, Pey-Jiuan Lee, Loree Pham, Elizabeth A Pyatak","doi":"10.5014/ajot.2024.050527","DOIUrl":"10.5014/ajot.2024.050527","url":null,"abstract":"<p><strong>Importance: </strong>Typical whole day workload is a metric with potential relevance to the occupational balance and well-being of individuals with chronic conditions.</p><p><strong>Objective: </strong>To examine the reliability and validity of using multiple daily NASA Task Load Index measures (whole day TLX) as an indicator of typical whole day workload experienced by adults with Type 1 diabetes (T1D).</p><p><strong>Design: </strong>Participants with T1D completed cross-sectional measures and 2 wk of ecological momentary assessments (EMA) and daily diaries. Reliability was assessed across subgroups (e.g., workers vs. nonworkers); validity was evaluated with multilevel confirmatory factor analysis and with tests of convergent and divergent validity with patient-reported outcomes and blood glucose measures.</p><p><strong>Setting: </strong>Three outpatient endocrinology clinics in the United States.</p><p><strong>Participants: </strong>Data from 164 U.S. adults with T1D (42% Latino, 30% White).</p><p><strong>Outcomes and measures: </strong>Measures used included the whole day TLX (assessed via 2 wk of daily diaries), time in target blood glucose range (assessed with a continuous glucose monitor), illness intrusiveness (measured cross-sectionally), and stress (measured cross-sectionally and with EMA).</p><p><strong>Results: </strong>Number of days required for at least 0.70 reliability of the average whole day TLX ranged between 2 and 6 days depending on the subgroup. Results supported convergent and divergent validity of the average of the whole day TLX, including associations with average stress (r = .63, p < .001) and time in target blood glucose range (r = -.25, p = .002).</p><p><strong>Conclusions and relevance: </strong>The whole day TLX was a reliable and valid indicator of typical whole day workload. Plain-Language Summary: The health management responsibilities for Type 1 diabetes can be extremely burdensome. When these responsibilities are experienced, in addition to duties such as work and caregiving, the totality of demands experienced (i.e., whole day workload) can create further issues, such as unhealthy physiological changes and interference with self-care. We tested the psychometric properties of a measurement tool that assesses the typical level of workload people experience. This measure, referred to as the NASA Task Load Index (whole day TLX), was found to be a reliable and valid indicator of typical whole day workload. Occupational therapists may use the whole day TLX to track progress in interventions focused on reducing clients' whole day workload exposure to promote their health and well-being. Occupational therapists' expertise in areas such as activity analysis, task adaptation, and energy conservation makes them especially well-suited to intervene on whole day workload.</p>","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"78 5","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11881070/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141727962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Community-Engaged Implementation Strategies in Occupational Therapy: A Scoping Review.","authors":"Eunyoung Kang, Julie Chen, Kim L Lipsey, Erin R Foster","doi":"10.5014/ajot.2024.050526","DOIUrl":"10.5014/ajot.2024.050526","url":null,"abstract":"<p><strong>Importance: </strong> Despite the potential of community-engaged implementation research (CEIR) in developing strategies to accelerate the translation of evidence-based interventions (EBIs), there is a noticeable knowledge gap in the current state of CEIR in occupational therapy. A synthesis of the concept, purpose, and operationalization of CEIR is necessary.</p><p><strong>Objective: </strong> To identify the contexts, purposes, and operationalization of CEIR, focusing on implementation strategies in occupational therapy.</p><p><strong>Data sources: </strong> PubMed/MEDLINE, Embase, CINAHL, Scopus, and Web of Science.</p><p><strong>Study selection and data collection: </strong> We included studies that were explicit and intentional about CEIR and that focused on implementation strategies to support the translation of occupational therapy interventions, clinical guidelines, practice models, theories, or assessments. We extracted the research context (e.g., partners, recruitment), purpose (e.g., why community-engaged research was used), and operationalization (e.g., community engagement [CE] activities, how their findings inform the research) using thematic analysis.</p><p><strong>Findings: </strong> Of 3,219 records, 6 studies were included. Involved partners were mainly occupational therapy practitioners from existing networks. CEIR that focuses on implementation strategies informs various aspects of research design, ranging from study design to sustainability, by developing community-academia partnerships, building implementation capacity, and creating implementation strategies across diverse research areas. Current research has used various but mostly traditional CE activities (e.g., focus groups).</p><p><strong>Conclusions and relevance: </strong> We synthesized evidence on CEIR focused on implementation strategies in occupational therapy. Intentional efforts are needed to collaborate with diverse partners, explore innovative CE activities, produce equitable outputs, and develop multilevel implementation strategies to accelerate the translation of EBIs into practice. Plain-Language Summary: In this review, we synthesize evidence on the contexts, purposes, and operationalization of community-engaged implementation research (CEIR), focusing on implementation strategies in occupational therapy research. We found that current implementation efforts mainly rely on occupational therapy practitioners as community partners and use traditional recruitment methods and community engagement activities. In turn, they develop implementation strategies that mainly target practitioners without comprehensive, multilevel implementation support. We suggest more equitable collaboration with diverse partners to effectively promote the implementation and dissemination of evidence-based interventions in occupational therapy practice.</p>","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"78 5","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142086329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prediction of Functional Academic Outcomes by Fine Motor Skills in Individuals With Sickle Cell Disease.","authors":"Lakia Kearson, Christina Dandar, Catherine Hoyt, Jennifer Longoria, Victoria Okhomina, Darcy Raches, Brian Potter, Guolian Kang, Jane Hankins, Clifford Takemoto, Andrew Heitzer","doi":"10.5014/ajot.2024.050684","DOIUrl":"10.5014/ajot.2024.050684","url":null,"abstract":"<p><strong>Importance: </strong>Individuals with sickle cell disease (SCD) are at heightened risk of poor neurocognitive and academic outcomes. The relationship between fine motor skills and academic outcomes is not well understood.</p><p><strong>Objective: </strong>To compare the fine motor skills of individuals with SCD with normative expectations, test whether demographic and medical factors are associated with fine motor performance, and determine the impact of fine motor performance on academic performance.</p><p><strong>Design: </strong>Cross-sectional.</p><p><strong>Setting: </strong>St. Jude Children's Research Hospital.</p><p><strong>Participants: </strong>Individuals with SCD (N = 376; ages 8-24 yr).</p><p><strong>Outcomes and measures: </strong>Fine motor outcomes included visual-motor integration, manual dexterity, and graphomotor speed. Academic outcomes included math fluency and word reading. Demographic and medical variables were obtained via medical records and interviews.</p><p><strong>Results: </strong>Compared with normative expectations, the performance of individuals with SCD on all fine motor measures was lower than expected. Male sex, lower socioeconomic status, and lower oxygen saturation was associated with slower graphomotor speed. Lower socioeconomic status and older age were associated with lower visual-motor integration scores. Performance on all fine motor measures was positively associated with math fluency and word reading.</p><p><strong>Conclusions and relevance: </strong>Individuals with SCD exhibited poorer than expected fine motor skills across multiple motor domains, and these deficits were associated with poorer academic outcomes. Early referral to intervention services for fine motor skills may facilitate improved academic outcomes for individuals with SCD. Plain-Language Summary: This study had three objectives: (1) Compare the fine motor skills of people with sickle cell disease (SCD) with normative expectations, (2) test whether demographic and medical factors are associated with fine motor performance, and (3) determine the impact of fine motor performance on academic performance. We found that SCD is a risk factor for lower than expected fine motor performance across multiple fine motor domains and that these deficits also affect functional academic skills.</p>","PeriodicalId":48317,"journal":{"name":"American Journal of Occupational Therapy","volume":"78 5","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11526265/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141890572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}