Occupational Therapy International最新文献

{"title":"The Participation and Environment Measure-Children and Youth (PEM-CY): Cultural Adaptation, Validity, and Reliability of the Persian Version for 5- to 17-Year-Old Children With Cerebral Palsy.","authors":"Marzieh Pashmdarfard, Sara Zamiran, Navid Mirzakhani, Ebrahim Mahmoudi","doi":"10.1155/oti/3590445","DOIUrl":"10.1155/oti/3590445","url":null,"abstract":"<p><strong>Background: </strong>Participation in daily activities is essential for health and well-being. It helps in physical, mental, and emotional health and plays a significant role in the positive development of children and young people. As it is a crucial goal for health and rehabilitation services, the purpose of this study was to translate and assess the psychometric properties of the Persian version of the Participation and Environment Measure-Children and Youth (PEM-CY) in 5- to 17-year-old children with cerebral palsy.</p><p><strong>Method: </strong>The study involved 150 parents of children with CP (n = 100) and typically developing peers (n = 50), aged 5-17 years. To evaluate face and content validity, we consulted occupational therapists and parents of children with CP. Moreover, the Mann-Whitney test used to assess divergent validity. Internal consistency was assessed using Cronbach's alpha (α), whereas test-retest reliability was evaluated using intraclass correlation coefficients (ICCs).</p><p><strong>Results: </strong>The internal consistency (0.77-0.95) and test-retest reliability (0.85-0.95) of various summary scores ranged from moderate to very strong. The divergent validity of the Persian version of PEM-CY was supported by significant differences between children with and without disabilities on the participation and environment scales (p < 0.05).</p><p><strong>Conclusions: </strong>The Persian version of the PEM-CY is a valid and reliable tool to determine the participation and environmental factors in the home, at school, and in community settings in Persian children and youth aged 5-17 years, with CP.</p>","PeriodicalId":49140,"journal":{"name":"Occupational Therapy International","volume":"2026 1","pages":"e3590445"},"PeriodicalIF":2.2,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13139761/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147845144","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":"The Model of Occupational Self-Efficacy: A Contemporary Model to Enhance Work Skills, Cognitive and Emotional Skills of Individuals With Brain Injury-A Pilot Randomized Control Trial.","authors":"Mogammad Shaheed Soeker, Farhana Karachi","doi":"10.1155/oti/5561541","DOIUrl":"10.1155/oti/5561541","url":null,"abstract":"<p><strong>Background: </strong>Returning to work for survivors of traumatic brain injury (TBI) remains problematic despite them completing treatment programs.</p><p><strong>Objective: </strong>The aim of the study was to determine whether the work skills and general functioning of brain injury survivors improve after participating in a treatment program that utilizes the Model of Occupational Self-Efficacy (MOOSE) as a framework compared with usual treatment.</p><p><strong>Participants: </strong>Twenty-eight brain injury survivors with a mild to severe brain injury engaged in the study.</p><p><strong>Method: </strong>A randomized control design was used in the study. The Work Rehabilitation Questionnaire (WORQ), Beck Anxiety Inventory, Beck Depression Inventory, and Rowland Universal Dementia Assessment Scale (RUDAS) were used to investigate whether the work skills, cognitive functioning, and anxiety and depression symptoms of individuals improve after participating in an experimental treatment.</p><p><strong>Results: </strong>The study suggests that 56% of the individuals in the MOOSE (experimental group) had higher scores on the WORQ when compared to individuals that received usual treatment. Furthermore, 64% of individuals in the MOOSE (experimental group) had higher scores on the RUDAS when compared to individuals who received usual treatment. Regarding the Beck depression test, 64% of individuals in the MOOSE (experimental group) had a decrease in depression symptoms when compared to individuals who received usual treatment. The Beck anxiety test revealed that 57% of individuals in the MOOSE (experimental group) had a decrease in anxiety symptoms when compared to individuals who received usual treatment. The findings of the WORQ, RUDAS, Beck Depression Inventory, and Beck Anxiety Inventory were not statistically significant. Finally, 57.1% of individuals who received the MOOSE intervention returned to competitive employment compared to 28.6% of individuals who received usual treatment.</p><p><strong>Conclusion: </strong>Although the findings were not statistically significant, the experimental intervention (MOOSE) did reveal an improvement in work skills and improvement in cognitive skills as well as a reduction in symptoms of depression and anxiety for TBI survivors.</p>","PeriodicalId":49140,"journal":{"name":"Occupational Therapy International","volume":"2026 1","pages":"e5561541"},"PeriodicalIF":2.2,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13045318/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147594681","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":"Occupational Therapy-Based Physical Activity Questionnaire (OTBPAQ) Categorization of Physical Activity Composition Ratios of Older Individuals Living in the Community.","authors":"Daisuke Tashiro, Masahiro Ogawa, Makoto Otaki, Toshimichi Nakamae, Takako Morikawa, Jumpei Oba","doi":"10.1155/oti/3980869","DOIUrl":"10.1155/oti/3980869","url":null,"abstract":"<p><strong>Background: </strong>This study is aimed at calculating and categorizing the composition ratios of physical activity categories in relation to total daily physical activity among older adults living in a community using the Occupational Therapy-Based Physical Activity Questionnaire (OTBPAQ) and at examining their characteristics.</p><p><strong>Participants and methods: </strong>The survey used the OTBPAQ to evaluate the composition of physical activity categories as well as a questionnaire on participant characteristics (sex, age, presence of family members, subjective well-being, hobbies and activities, physical pain, frailty, and physical activity). The OTBPAQ was developed as an evaluation chart concerning the \"occupation\" category. Subsequently, cluster analysis was conducted based on the composition ratios of physical activity categories in relation to total daily physical activity, and the relevance of the participant characteristics was confirmed for each extracted group.</p><p><strong>Results: </strong>A total of 499 participants were allocated using cluster analysis into five groups, namely, \"balance-oriented group,\" \"aerobic exercise group,\" \"shopping group,\" \"sports group,\" and \"recreational gymnastics group,\" based on the main activity categories of each cluster. Results showed that participant characteristics, such as the amount of physical activity and number of physical activity categories, differed among the clusters.</p><p><strong>Conclusion: </strong>The OTBPAQ could extract five clusters of older adults in a community based on the composition ratio of physical activity categories. Examining the composition ratio of physical activity categories can facilitate a highly individualized approach to physical activity for each group, leading to more effective care prevention measures to increase healthy life expectancy.</p>","PeriodicalId":49140,"journal":{"name":"Occupational Therapy International","volume":"2025 ","pages":"3980869"},"PeriodicalIF":2.2,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12755903/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145890456","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":"Chinese Graduate Health Science Students' Perceptions of Teaching Pedagogies on Their Educational Experience.","authors":"Jeryl D Benson, Richard C Simpson","doi":"10.1155/oti/5961077","DOIUrl":"10.1155/oti/5961077","url":null,"abstract":"<p><p>This paper explores pedagogical approaches for teaching Chinese graduate health science students by identifying students' perceptions of teaching and learning strategies that support learning. This study used a survey design to answer the research question: \"How do Chinese English as a Foreign Language (EFL) graduate health science students perceive the impact of teaching pedagogies on their educational experience?\" Descriptive methods and the Friedman test were used to analyze the data. Data from 34 completed surveys revealed that students perceive responsive instruction and guided feedback (clear, frequent, verbal, and written) as most beneficial to learning. Advance access to notes and materials also supported learning. Student-led oral discussions and nonverbal communications (via student response systems) were deemed less beneficial. Students valued the opportunity to learn and practice clinical skills in the classroom and the clinic. These findings highlight the need for Western instructors to modify teaching strategies to meet the needs of the EFL learner while maintaining the rigor of the health science curriculum content.</p>","PeriodicalId":49140,"journal":{"name":"Occupational Therapy International","volume":"2025 ","pages":"5961077"},"PeriodicalIF":2.2,"publicationDate":"2025-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12745655/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145866056","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":"From Uncertainty to Competence: A Longitudinal Study of Confidence Development in Occupational Therapy Education.","authors":"Natalie A Perkins, Rajvinder Bains","doi":"10.1155/oti/1797008","DOIUrl":"10.1155/oti/1797008","url":null,"abstract":"<p><p>Confidence plays a critical role in students' academic performance, particularly in complex foundational content such as neuroscience. While confidence is often discussed interchangeably with self-efficacy, the two constructs are distinct yet complementary. Few studies have examined how confidence changes over time in occupational therapy neuroscience courses or what factors contribute to its development. This longitudinal mixed-methods study examined confidence changes throughout a 15-week neuroscience course in an Occupational Therapy Doctorate program. The study integrated quantitative measurements with qualitative reflections to understand both the magnitude and mechanisms of confidence development. Data were collected from 73 students across two independent cohorts in consecutive years (2023: <i>n</i> = 37; 2024: <i>n</i> = 36). Students completed weekly surveys with four Likert scale questions assessing neuroscience-related confidence and three open-ended questions at baseline, mid-course, and end-of-course exploring factors influencing confidence. Analysis included nonparametric statistical tests for quantitative data and thematic analysis with sentiment analysis for qualitative responses. Both cohorts demonstrated statistically significant confidence increases from baseline to end-of-course (<i>p</i> < 0.001). Qualitative analysis revealed four themes replicating across both years: prior academic experiences (mixed effect), instructional support and learning environment (facilitator), interest in neurological practice (facilitator), and content complexity with anticipatory anxiety (barrier). Students attributed confidence gains to hands-on learning activities, peer collaboration, and structured feedback. Sentiment patterns showed predominantly positive baseline attitudes despite concerns, shifting to more neutral mid-course assessments reflecting realistic recalibration, then highly positive end-of-course reflections on self-assessment value. Integration of quantitative and qualitative findings revealed that confidence development follows predictable patterns influenced by cognitive and emotional factors. Replication across two independent cohorts strengthens validity. Implications for occupational therapy education include intentional scaffolding, active learning opportunities, peer collaboration, and attention to Generation Z learners' needs for external validation and structured support. These findings inform curriculum design strategies to enhance confidence, self-efficacy, and clinical reasoning preparation.</p>","PeriodicalId":49140,"journal":{"name":"Occupational Therapy International","volume":"2025 ","pages":"1797008"},"PeriodicalIF":2.2,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12723319/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145828827","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":"Identifying Core Competencies for Prefieldwork Occupational Therapy Students in Adult Therapy: A Delphi Study With Clinical Therapists.","authors":"Shih-Chen Fan, Jia-Yu Shao, Ting-Yu Lu, Wen-Chou Chi, Chia-Hui Hung","doi":"10.1155/oti/2127249","DOIUrl":"10.1155/oti/2127249","url":null,"abstract":"<p><strong>Introduction: </strong>Prefieldwork students often experience challenges transitioning from academic learning to clinical practice due to gaps in competency development. While established frameworks define postgraduate competencies, the specific needs of prefieldwork students remain underexplored. This study is aimed at identifying core competencies essential for prefieldwork students in adult therapy settings.</p><p><strong>Method: </strong>A two-phase study design was employed. In Phase 1, focus group discussions involving clinical supervisors, faculty members, and prefieldwork students identified key competency domains. In Phase 2, a modified Delphi method was conducted with clinical supervisors (<i>n</i> = 22 in Round 1, <i>n</i> = 20 in Round 2) to establish consensus on competency inclusion and definitions. Data analysis included thematic coding, interrater reliability assessment (Cohen's kappa), and statistical evaluation using mean scores, interquartile range (IQR), and content validity ratio (CVR).</p><p><strong>Results: </strong>The focus group discussions identified key competency challenges, including insufficient knowledge of splinting principles, limited assessment skills, and difficulties in professional communication. Initial thematic analysis mapped these challenges to nine established competency domains. The Delphi survey further added five emerging competencies: <i>reflection</i>, <i>coping strategies</i>, <i>resource linking</i>, <i>multiple perspectives</i>, and <i>local-global awareness</i>. Five emerging competencies were organized into three thematic groups: interpersonal adaptation, contextual cognition, and system navigation. However, the management competency was excluded due to low consensus.</p><p><strong>Conclusion: </strong>This study highlights critical competency gaps in prefieldwork OT education, emphasizing the need for structured curriculum interventions. Prefieldwork OT curricula should strengthen coping, reflection, and resource linking through reflective journaling, stress management, and resource planning. The role of local-global awareness should be clarified. The management competency was excluded from the final competency list due to limited appropriateness.</p>","PeriodicalId":49140,"journal":{"name":"Occupational Therapy International","volume":"2025 ","pages":"2127249"},"PeriodicalIF":2.2,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12721735/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145821590","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":"Factors Influencing Occupation-Based Practice in Physical Dysfunction: Perspectives of Thai Occupational Therapists.","authors":"Patcharawalai Tupsai, Peeraya Munkhetvit, Anuchart Kaunnil","doi":"10.1155/oti/9955358","DOIUrl":"10.1155/oti/9955358","url":null,"abstract":"<p><strong>Introduction: </strong>Occupation-based practice (OBP) is a core concept in occupational therapy, integrating meaningful and purposeful occupations into assessment, intervention, and outcomes. There were 561 Thai occupational therapists who specialize in treating clients with physical dysfunction who participated in this study. This study was aimed at examining the perspectives and experiences of occupational therapists using OBP for clients with physical dysfunction.</p><p><strong>Method: </strong>In the survey phase, there was an online survey conducted using a Google survey found on a social media platform that was listed as the official website, and the results were analyzed using descriptive statistics. In the interview phase, nine participants were interviewed, and their responses were analyzed through thematic analysis.</p><p><strong>Results: </strong>Sixty-two participants responded. Quantitative and qualitative results were integrated. Forty-seven percent strongly agreed, and 39% agreed that allowing clients to choose relevant occupations was essential. Fifty percent strongly agreed and 40% agreed that OT services should be based on real-life contexts. OBP was also used to encourage clients to pursue more occupations (47% strongly agreed, 48% agreed). The interviews support the notion that attitudes toward occupation drive OBP. When addressing the role of facilitators, 37% strongly agreed and 47% agreed that clients were key in enabling OBP. Therapists found OBP effective for treatment (36% strongly agreed, 45% agreed). Barriers included insufficient time for OBP (21% strongly disagreed, 39% disagreed) and that there are inadequate clinical settings (23% strongly disagreed, 34% disagreed). These findings concurred with interview data which highlighted limited time and inadequate space as key factors influencing OBP.</p><p><strong>Conclusion: </strong>The core features of OBP are client-centered goals, implementation, motivation, and engagement, highlighting the importance of occupation in practice. Influencing factors include clients, therapists, policies, service systems, and clinical settings. When implementing OBP, therapists should consider these factors and their relationships.</p>","PeriodicalId":49140,"journal":{"name":"Occupational Therapy International","volume":"2025 ","pages":"9955358"},"PeriodicalIF":2.2,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12695412/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145745406","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":"Measurement Tools in Occupational Therapy Practice Primary School Setting: A Scoping Review.","authors":"Putri Ashari, Megumi Shiraishi, Yu Ishibashi","doi":"10.1155/oti/2679849","DOIUrl":"10.1155/oti/2679849","url":null,"abstract":"<p><strong>Introduction: </strong>Occupational therapists play a crucial role in supporting students' participation in primary school by assessing factors that influence their performance. Measurement tools are essential for identifying supports and barriers to participation; however, their alignment with the International Classification of Functioning, Disability, and Health-Child and Youth Version remains unclear.</p><p><strong>Objective: </strong>This scoping review was aimed at identifying available measurement tools used in occupational therapy practice in the primary school setting and mapping their focus according to the International Classification of Functioning, Disability, and Health-Child and Youth Version components.</p><p><strong>Methods: </strong>A comprehensive scoping review was conducted following the Joanna Briggs Institute Manual for Evidence Synthesis across four databases (PubMed, CINAHL, MEDLINE, and Web of Science), supplemented by a targeted gray literature search from ProQuest, and hand-searching articles between 2007 and 2025. Eligible studies included quantitative, qualitative, and mixed-method research that utilized measurement tools by OT in primary school settings. A total of 705 articles were retrieved, with 41 meeting the inclusion criteria.</p><p><strong>Results: </strong>Fifty-two measurement tools used by school-based occupational therapy were identified. Although schools encompass various occupations such as self-care tasks, learning activities, school leisure activities, and social activities, this literature review found that school-based occupational therapy practice in primary school settings primarily addressed handwriting as a student occupational problem. The most frequently used tools were the Minnesota Handwriting Assessment, the Beery-Buktenica Developmental Test of Visual-Motor Integration, the Persian Handwriting Assessment Tool, and the Evaluation Tool for Children's Handwriting. At the same time, most tools focused on handwriting assessment, and only a few incorporated environmental factors.</p><p><strong>Conclusion: </strong>These findings highlight the predominant focus of school-based occupational therapy measurements on cognitive and motor functions, with limited attention to environmental factors. Future research considers prioritizing the development of more comprehensive tools that holistically assess students' occupational performance.</p>","PeriodicalId":49140,"journal":{"name":"Occupational Therapy International","volume":"2025 ","pages":"2679849"},"PeriodicalIF":2.2,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12695414/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145745423","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":"Ableism in Occupational Therapy: A Critical Qualitative Analysis of Disabled Practitioners' Experiences in the Profession.","authors":"Jenna L Heffron, Kimberly J The, Aster Harrison","doi":"10.1155/oti/6295789","DOIUrl":"10.1155/oti/6295789","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study is to explore disabled occupational therapy practitioner (OTP) experiences of ableism in the occupational therapy profession.</p><p><strong>Materials and methods: </strong>This study used a critical qualitative approach led by three disabled occupational therapists and informed by disability studies theory. Researchers conducted 12 semistructured interviews with disabled OTPs. Interviews were analyzed using codebook thematic analysis.</p><p><strong>Results: </strong>Experiences of ableism were pervasive for OTPs with disabilities. Disabled OTPs experienced ideological, institutional, interpersonal, and internalized ableism in the profession. Participants described varying views of the culture of occupational therapy regarding disability. Participants navigated their work through the use of social supports, formal, informal, and self-accommodations, and coping strategies. Disabled OTPs also described how their disabilities informed their approaches to practice, including antiableist and disability-affirming approaches. Disabled OTPs readily identified room for change in the profession and provided recommendations for improving accessibility and inclusivity in OT.</p><p><strong>Conclusions: </strong>Participants experienced disability oppression (ableism) in the profession. Structures and norms in the profession prioritized nondisabled ways of being that contributed to many of the barriers experienced. Participants' approaches and recommendations can help disrupt systems of ableism in occupational therapy.</p>","PeriodicalId":49140,"journal":{"name":"Occupational Therapy International","volume":"2025 ","pages":"6295789"},"PeriodicalIF":0.9,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12615039/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145543663","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":"Indonesian Translation and Cross-Cultural Adaptation of the Sensory Processing Measure-2 (SPM-2) for Preschool Children: A Study Protocol.","authors":"Ayleen Kosasih, Putri Dirgantara, Zulfa Khoirunisah, Hermito Gidion, Muhammad Luthfi, Reza Nur Arsyi, Dini Fajariani, Herqutanto","doi":"10.1155/oti/5513870","DOIUrl":"10.1155/oti/5513870","url":null,"abstract":"<p><strong>Introduction: </strong>Sensory processing is foundational for learning and behaviors. Challenges in sensory processing can impair daily functioning; therefore, sensory processing disorder is frequently linked with neurodevelopmental disorders and other clinical conditions, though it can also occur independently. However, there is a lack of validated tools in Indonesia for assessing sensory processing difficulties. The Sensory Processing Measurement second edition (SPM-2) is available in English and other languages. To ensure its accuracy for the Indonesian-speaking population, a study was conducted to translate, validate, and ensure its reliability and cultural relevance in Indonesian. This study is aimed at translating and testing the validity and reliability of the Indonesian version of the SPM-2 for preschoolers.</p><p><strong>Materials and methods: </strong>A step-by-step approach will be conducted according to principles of good practice for the translation and cultural adaptation process for patient-reported outcome (PRO) measures from the International Society for Pharmacoeconomics and Outcomes (ISPOR). After obtaining permission from the publisher of the instrument, a sworn translator will conduct a forward translation. A native English translator will perform backward translation. Each of these translating processes will require harmonization to produce results involving a team of experts and the copyright owner. Cognitive debriefing will be conducted on parents/caregivers and teachers of 100 children ages 2-5 years. Content validity will be assessed by calculating the Item-Content Validity Index (I-CVI) and Scale-Content Validity Index (S-CVI). Moreover, reliability will be assessed using Cronbach's alpha. The result will be reviewed by the expert committee to finalize the translated document.</p><p><strong>Discussion: </strong>Translation and cross-cultural adaptation of instruments require a systematic approach to ensure their quality for research and clinical settings. Further study shall follow to test the psychometric properties of the Indonesian version of SPM-2 before it is ready for use nationwide.</p>","PeriodicalId":49140,"journal":{"name":"Occupational Therapy International","volume":"2025 ","pages":"5513870"},"PeriodicalIF":0.9,"publicationDate":"2025-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12582651/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145446253","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}