Journal of Occupational Therapy Schools and Early Intervention最新文献

Visual Motor Assessment of Children with Autism Spectrum Disorder: Comparing Performance and Considerations for Assessment 自闭症谱系障碍儿童的视觉运动评估:比较表现和评估的考虑

Journal of Occupational Therapy Schools and Early Intervention Pub Date : 2023-11-13 DOI: 10.1080/19411243.2023.2262754

Stuart Carey, Maria McKenzie, Lisa Knightbridge, Helen Bourke-Taylor

{"title":"Visual Motor Assessment of Children with Autism Spectrum Disorder: Comparing Performance and Considerations for Assessment","authors":"Stuart Carey, Maria McKenzie, Lisa Knightbridge, Helen Bourke-Taylor","doi":"10.1080/19411243.2023.2262754","DOIUrl":"https://doi.org/10.1080/19411243.2023.2262754","url":null,"abstract":"Standardized assessment of children with autism spectrum disorder (ASD) can produce inaccurate results due to behaviors exhibited during assessment. This study developed the Occupational Therapy Observation Tool—Adjustment Support Details for children with autism (OTOT-ASD) to investigate the behaviors demonstrated, and the reasonable supports required, during administration of formal visual motor assessments. The OTOT-ASD was used to record student’s behaviors and accommodations necessary to support their assessment when completing the Beery Buktenica Developmental Test of Visual Motor Integration 6th Ed. (Beery VMI) and a new assessment, the Hartley Knows Writing Shapes Assessment Version 3 (HKWSA-V3). This study evaluated the psychometric properties of the HKWSA-V3 in the assessment of 15 children with ASD. Preliminary findings were promising, although further investigation with a larger sample is required. The OTOT-ASD enabled high incidences of behaviors disruptive to testing and supportive accommodations to be captured during assessment. As a new tool, the OTOT-ASD may improve the clinical utility of formal visual motor assessments via enabling the administering occupational therapist to accurately make and record reasonable adjustments to support the child’s true performance capacity. Further development of the OTOT-ASD is recommended to evaluate the generalizability of the tool for use with children with ASD.","PeriodicalId":51889,"journal":{"name":"Journal of Occupational Therapy Schools and Early Intervention","volume":"133 37","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351961","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}

引用次数: 0

Sensory-Based Interventions in School-Based Occupational Therapy: A Scoping Review 基于感觉的学校职业治疗干预:范围综述

Journal of Occupational Therapy Schools and Early Intervention Pub Date : 2023-11-06 DOI: 10.1080/19411243.2023.2275562

Heather M. Watt, Grace Cox, Meghan DeHerrera, Siena Podgorny, Jennifer Fortuna, Laureen Cantwell-Jurkovic

{"title":"Sensory-Based Interventions in School-Based Occupational Therapy: A Scoping Review","authors":"Heather M. Watt, Grace Cox, Meghan DeHerrera, Siena Podgorny, Jennifer Fortuna, Laureen Cantwell-Jurkovic","doi":"10.1080/19411243.2023.2275562","DOIUrl":"https://doi.org/10.1080/19411243.2023.2275562","url":null,"abstract":"ABSTRACTEducation is a primary childhood occupation. Dysfunction in sensory processing can make it challenging for children to succeed in school. School-based occupational therapy (SBOT) services address these differences through sensory-based interventions. Limited research exists to support the use of sensory-based interventions in school-based settings. The purpose of this study is to summarize existing research supporting the use of sensory-based interventions in SBOT and to identify gaps in the literature. A scoping review methodological framework was used to search seven databases. Descriptive numerical summary and qualitative thematic analysis were used to summarize and report the results. Nineteen articles met the inclusion criteria for this study. Quantitative results describe variations in diagnoses, outcomes, and intervention types. Major qualitative themes include the impact of sensory-based interventions on classroom participation and engagement, and the efficacy of treatment methods used in SBOT. Gaps in the literature include the long-term effects and specificity of sensory-based interventions. There are many factors that may influence the effectiveness of interventions. Individualized OT services are needed to consider the intricacies of the child-environment interaction. Additional research is needed to support the efficacy of sensory-based interventions in SBOT.KEYWORDS: occupational therapypediatricsschool-basedsensory processingsensory integrationintervention Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe author(s) reported there is no funding associated with the work featured in this article.","PeriodicalId":51889,"journal":{"name":"Journal of Occupational Therapy Schools and Early Intervention","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135634022","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}

引用次数: 0

School Administrators’ Perceptions of Occupational Therapy’s Role in General Education Initiatives 学校管理者对职业治疗在通识教育中的作用的认知

Journal of Occupational Therapy Schools and Early Intervention Pub Date : 2023-11-06 DOI: 10.1080/19411243.2023.2277787

Kelly E. Yagud, Karen E. Majeski

{"title":"School Administrators’ Perceptions of Occupational Therapy’s Role in General Education Initiatives","authors":"Kelly E. Yagud, Karen E. Majeski","doi":"10.1080/19411243.2023.2277787","DOIUrl":"https://doi.org/10.1080/19411243.2023.2277787","url":null,"abstract":"ABSTRACTThe Every Student Succeeds Act of 2015 has outlined an expanded role for school-based occupational therapy practitioners (OTPs) as specialized instructional support personnel in general education. However, OTPs have continued to be viewed as related service professionals under special education due to barriers of high caseloads and decreased administrative support. This study sought to understand school administrators’ perceptions of occupational therapy’s role in general education initiatives. A qualitative sample of ten Connecticut school administrators was utilized to answer the research question. Data was acquired through individual semi-structured interviews. Data analysis indicated three key themes which include school administrators highly regard OTPs, believe occupational therapy’s role should be expanded in general education, and are open to occupational therapy’s full scope of practice in the educational setting. However, administrators noted time and budget barriers hindered OTPs’ role expansion to support general education initiatives.KEYWORDS: Occupational therapyqualitative researcheducationschool administrators AcknowledgementsThe authors would like to acknowledge the school administrators who participated in this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe author(s) reported there is no funding associated with the work featured in this article.","PeriodicalId":51889,"journal":{"name":"Journal of Occupational Therapy Schools and Early Intervention","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135634838","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}

引用次数: 0

Fidgets and Attention Deficit Hyperactivity Disorder: Teacher Perceptions 坐立不安和注意力缺陷多动障碍:教师感知

Journal of Occupational Therapy Schools and Early Intervention Pub Date : 2023-11-02 DOI: 10.1080/19411243.2023.2275568

Sarah Mugavero, Alysha Skuthan, Katrina Christopher

{"title":"Fidgets and Attention Deficit Hyperactivity Disorder: Teacher Perceptions","authors":"Sarah Mugavero, Alysha Skuthan, Katrina Christopher","doi":"10.1080/19411243.2023.2275568","DOIUrl":"https://doi.org/10.1080/19411243.2023.2275568","url":null,"abstract":"ABSTRACTThis qualitative study explores the lack of understanding of teacher perceptions on classroom utilization of fidgets with students who have attention deficit hyperactivity disorder. Eight American special education middle school teachers from a midsized suburban public school district in Illinois were interviewed. Interview transcripts were reviewed to establish codes and themes. Three themes were identified: Misapplication of Fidgets, Support to Implement Fidgets Within the Classroom, and When Fidgets Work. Participants reported that fidgets can be a beneficial self-regulation tool in the classroom but may not serve as an appropriate educational tool for all students with attention deficit hyperactivity disorder. Additionally, participants emphasized the importance of establishing ground rules and acknowledged the benefits of seeking support from external resources, such as a school-based occupational therapist, when distributing fidgets in the classroom, especially with more complex student cases.KEYWORDS: ADHDfidgetmiddle schoolspecial educationqualitative constructionism AcknowledgementsI would like to express my gratitude to Dr. Skuthan and Dr. Christopher for their mentorship and assistance as coding partners throughout this research study.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe author(s) reported there is no funding associated with the work featured in this article.","PeriodicalId":51889,"journal":{"name":"Journal of Occupational Therapy Schools and Early Intervention","volume":"26 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934854","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}

引用次数: 0

Test–Retest Reliability and Convergent Validity of the Movement Assessment Battery for Children–Third Edition with Australian 3–6-Year-Olds and Their Parents 澳洲3 - 6岁儿童及其家长对儿童运动评估量表(第三版)的重测信度与收敛效度

Journal of Occupational Therapy Schools and Early Intervention Pub Date : 2023-10-23 DOI: 10.1080/19411243.2023.2271480

On K. Wu, Ted Brown, Mong-Lin Yu, Nicki Joshua, Christopher J. Wilson, Hannah Cruickshank Campbell

{"title":"Test–Retest Reliability and Convergent Validity of the Movement Assessment Battery for Children–Third Edition with Australian 3–6-Year-Olds and Their Parents","authors":"On K. Wu, Ted Brown, Mong-Lin Yu, Nicki Joshua, Christopher J. Wilson, Hannah Cruickshank Campbell","doi":"10.1080/19411243.2023.2271480","DOIUrl":"https://doi.org/10.1080/19411243.2023.2271480","url":null,"abstract":"The Movement Assessment Battery for Children (MABC) is one of the most-used motor-skill tests among children internationally. This study investigated the test–retest reliability and convergent validity of the MABC-3 Age Band One (AB1) Performance Test and the Parent/Teacher/Other Report Motor Checklist components in Australia. Twenty-four typically developing children aged 3–6 years (Mean = 4.33 years, SD = 1.12; 17 boys and seven girls) and their parent/guardian participated in the study. Raw score data were analyzed using Spearman’s rho correlation (rs). Results indicated good test–retest reliability of the MABC-3, with strong statistically significant correlations found in the AB1 Performance Test (rs=.563–.897, p < 0.05; number of days apart M = 32.65, SD = 15.40) and the Motor Checklist scores (rs=.663–.877, p < 0.05; number of days between test–retest sessions M = 36.17, SD = 18.38). The overall correlations between the MABC-3 AB1 Performance Test items and Parent/Teacher/Other Report Motor Checklist section scores were weakly to moderately significant (Manual Dexterity rs=-.107–.841; Aiming and Catching rs = −.015 to −.555; Balance rs = −.749–.035, p < 0.05). Findings suggest that the MABC-3 AB1 Performance Test and Parent/Teacher/Other Report Motor Checklist exhibit reasonable test–retest reliability for assessing children’s motor competence and parents’ perceptions of children’s motor performance in daily activities. In terms of convergent validity, moderate-level correlations were obtained between the MABC-3 AB1 Performance Test and the Parent/Teacher/Other Report Motor Checklist except for the Manual Dexterity subscale. Further investigation of the MABC-3’s psychometric properties is recommended.","PeriodicalId":51889,"journal":{"name":"Journal of Occupational Therapy Schools and Early Intervention","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366837","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}

引用次数: 0

Handwriting intervention effectiveness via telehealth delivery 远程医疗服务的手写干预效果

IF 0.7

Journal of Occupational Therapy Schools and Early Intervention Pub Date : 2023-08-24 DOI: 10.1080/19411243.2023.2246462

L. M. Bray, Camille Skubik-Peplaski, C. Schneck, Candace Thrash, Cheryl Domino

引用次数: 0

A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings 职业治疗师在学校环境中提供的干预措施的范围审查

IF 0.7

Journal of Occupational Therapy Schools and Early Intervention Pub Date : 2023-08-04 DOI: 10.1080/19411243.2023.2232806

Javiera Salazar Rivera, Nouf Alsaadi, Eliana I Parra-Esquivel, C. Morris, C. Boyle

引用次数: 0

The Experience of School-Age Assistive Technology Users and Their Families During Emergency Remote Instruction and the Impact on Classroom Engagement 学龄辅助技术使用者及其家庭在紧急远程教学中的经验及其对课堂参与的影响

IF 0.7

Journal of Occupational Therapy Schools and Early Intervention Pub Date : 2023-07-11 DOI: 10.1080/19411243.2023.2232783

Ashley Lankford, William Wrightsman, Amanda C. Jozkowski

引用次数: 0

Effectiveness of School-Based Occupational Therapy Interventions on School Skills and Abilities Among Children with Attention Deficit Hyperactivity and Autism Spectrum Disorders: Systematic Review 基于学校的职业治疗干预对注意缺陷多动和自闭症谱系障碍儿童学习技能和能力的影响:系统评价

IF 0.7

Journal of Occupational Therapy Schools and Early Intervention Pub Date : 2023-06-18 DOI: 10.1080/19411243.2023.2224793

Anni Watroba, Johanna Luttinen, Pirjo Lappalainen, Jonna Tolonen, Heidi Ruotsalainen

引用次数: 0

Does participating in a daily handwriting without tears curriculum for 4-weeks improve a first-grade student’s spelling abilities: Single-subject ABA design 参加为期4周的每日无泪书写课程是否能提高一年级学生的拼写能力:单科目ABA设计

IF 0.7

Journal of Occupational Therapy Schools and Early Intervention Pub Date : 2023-06-13 DOI: 10.1080/19411243.2023.2224596

Alexandra Tallas, A. Cole

引用次数: 0