Journal of occupational therapy, schools & early intervention最新文献_第10页

The Effects of Ball Chair Seating during an Instructional Period in First Grade Classrooms 球椅在一年级课堂教学中的使用效果

Journal of occupational therapy, schools & early intervention Pub Date : 2020-06-22 DOI: 10.1080/19411243.2020.1768999

Alexia E. Metz, Michelle DeMarco, A. Khalsa, Natalie Kreuz, Rebecca Stock, Alicia Westfall

{"title":"The Effects of Ball Chair Seating during an Instructional Period in First Grade Classrooms","authors":"Alexia E. Metz, Michelle DeMarco, A. Khalsa, Natalie Kreuz, Rebecca Stock, Alicia Westfall","doi":"10.1080/19411243.2020.1768999","DOIUrl":"https://doi.org/10.1080/19411243.2020.1768999","url":null,"abstract":"ABSTRACT Seating that allows movement is commonly suggested to enhance postural activation, attention, and behavior. The study examined the effects of ball chair seating on legibility, student behavior, and classroom productivity. In two consecutive years, in an ABAB design, first grade students alternated by weeks between standard seating (A phases) and ball chairs (B phases) during math class. Parents provided informed consent for student to be included in analysis (11/16 Year 1; 19/25 Year 2). There were significant decreases in legibility across the phases of this study (p <.001). Time in Seat was greater in each of the B phases compared to the first A phase (p <.001). There were no significant differences in the proportion of instructions followed (p =.564). There were differences in undesired behaviors: each switch to ball chairs was accompanied by a nonsignificant decrease in undesired behaviors, but the increase in undesired behaviors switching back to standard chairs was significant (p =.004). There was no difference in the proportion of time spent productively (p =.723). The effect on legibility suggests that if the desired outcome is improved legibility, using ball chairs may not serve as an effective intervention. The effects on behavior suggest that implementing a classroom-wide alternative seating intervention may have moderate, reversible positive effect. The effect on productivity suggests that ball chairs do not disrupt, nor enhance, classroom efficiency.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"48 1","pages":"395 - 409"},"PeriodicalIF":0.0,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85435277","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: 2

School Occupational Therapy: Staying Focused on Participation and Educational Performance 学校职业治疗:关注参与和教育表现

Journal of occupational therapy, schools & early intervention Pub Date : 2020-06-08 DOI: 10.1080/19411243.2020.1776187

G. F. Frolek Clark, Jean Polichino

引用次数: 5

Convergent Validity between Three Self-Report Measures of Children’s Play and Activity Interests 儿童游戏与活动兴趣三种自述量表的收敛效度

Journal of occupational therapy, schools & early intervention Pub Date : 2020-05-31 DOI: 10.1080/19411243.2020.1769001

Emily Lugton, T. Brown, K. Stagnitti

{"title":"Convergent Validity between Three Self-Report Measures of Children’s Play and Activity Interests","authors":"Emily Lugton, T. Brown, K. Stagnitti","doi":"10.1080/19411243.2020.1769001","DOIUrl":"https://doi.org/10.1080/19411243.2020.1769001","url":null,"abstract":"ABSTRACT It is important for assessments used by occupational therapists to have documented evidence of their validity. This adds to the knowledge about what specific factors assessments measure and inform their utility for use in clinical practice by occupational therapists. The convergent validity between the Children’s Assessment of Participation and Enjoyment & Preferences for Activities of Children (CAPE/PAC), Kid Play Profile (KiPP), and Pediatric Activity Card Sort (PACS) was investigated. This will address gaps in the current body of psychometric evidence related to these three participation-focused, child self-reported measures of children’s play and activity interests. Fifty Australian children without disabilities (x̅ age 8.54 ± 2.04 years; 64% female) completed the CAPE/PAC, KiPP, and PACS. Data were analyzed using Spearman Rho correlations with bootstrapping. Several significant low to moderate level correlations (rs = 0.280, p < .05 to rs = 0.552, p < .01) were found between the scale domains of the CAPE, PAC, KiPP, and PACS. Evidence of the convergent validity between the CAPE/PAC, KiPP, and PACS was established. This indicates that the three measures appear to measure several similar play and activity interest factors. Given the differences between the CAPE/PAC, KiPP, and PACS in the mode of administration, time needed to complete, purchase costs and profile of score results obtained, the convergent evidence provides additional information for occupational therapists toward making informed decisions about the most appropriate assessment(s) to potentially use. Further validity research is recommended.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"149 1","pages":"374 - 394"},"PeriodicalIF":0.0,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91069189","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: 1

Improving Selective Attention for All Students with Coordinative Bal-A-Vis-X Movement Breaks: A Pilot Study 通过协调性Bal-A-Vis-X动作中断提高所有学生的选择性注意:一项试点研究

Journal of occupational therapy, schools & early intervention Pub Date : 2020-05-26 DOI: 10.1080/19411243.2020.1769000

Amy Watson-Grace, Ingrid M Provident

{"title":"Improving Selective Attention for All Students with Coordinative Bal-A-Vis-X Movement Breaks: A Pilot Study","authors":"Amy Watson-Grace, Ingrid M Provident","doi":"10.1080/19411243.2020.1769000","DOIUrl":"https://doi.org/10.1080/19411243.2020.1769000","url":null,"abstract":"ABSTRACT Brief coordinative movement breaks increase student attention and should be implemented by school-based occupational therapists to support the occupational potential of all students. Inattention is one of the most common reasons for student referrals to special education. Decreased physical activity is a contributing factor, yet movement opportunities are declining in schools. Despite these trends and the call from AOTA to support health promotion and prevention for all, 1:1 occupational therapy focusing on students identified with handwriting deficits continue to be prevalent in school-based practice. To remain a relevant service and keep pace with changing trends in special education and best practice, occupational therapists must broaden their scope to address inattention. This study explored Bal-A-Vis-X as an inclusive coordinative exercise intervention and found that 10-minutes of Bal-A-Vis-X twice per week for eight weeks improved attention in sixth grade students from d2 Test of Attention pretest to posttests. Immediate posttest improvements were statistically significant for processing speed (TN, t(27) = −7.27, p <.001), focused attention (TN-E, t(27) = −9.85, p <.001), concentration performance (CP, t(27) = −7.90, p <.001), and accuracy (E%, t(27) = 1.72, p = .048). Delayed posttesting was completed 90-minutes after the intervention with statistically significant improvements in processing speed (TN, t(21) = −10.37, p <.001), focused attention (TN-E, t(21) = −12.59, p <.001), concentration performance (CP, t(21) = −11.28, p <.001), and accuracy (E%, t(21) = 2.62, p = .008).","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"20 1","pages":"420 - 442"},"PeriodicalIF":0.0,"publicationDate":"2020-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86265477","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

The Effectiveness of iPad Apps to Improve Handwriting Legibility in First and Second Grade Students: A Pilot Study iPad应用程序提高一、二年级学生字迹易读性的有效性:一项试点研究

Journal of occupational therapy, schools & early intervention Pub Date : 2020-04-22 DOI: 10.1080/19411243.2020.1751768

Anne H. Zachry, Reagan Arnwine, A. Garrett

引用次数: 6

Relationships between early childhood intervention services, family quality of life and parent occupations: A mixed-methods Australian study 儿童早期干预服务、家庭生活质量和父母职业之间的关系:一项混合方法的澳大利亚研究

Journal of occupational therapy, schools & early intervention Pub Date : 2020-04-02 DOI: 10.1080/19411243.2019.1700471

Anoo Bhopti, Primrose Lentin, T. Brown

{"title":"Relationships between early childhood intervention services, family quality of life and parent occupations: A mixed-methods Australian study","authors":"Anoo Bhopti, Primrose Lentin, T. Brown","doi":"10.1080/19411243.2019.1700471","DOIUrl":"https://doi.org/10.1080/19411243.2019.1700471","url":null,"abstract":"ABSTRACT Disability-related services such as Early Childhood Intervention Services (ECIS) become a part of life for families when there is a child with disability. Many parents give up their everyday occupations such as self-care and paid work to be able to provide long-term caregiving. This Australian study explored parent perspectives of their family quality of life (FQOL) when there is a child with disability. It examined the relationships between ECIS, parent occupations and FQOL. A mixed-methods concurrent triangulation design was used. The Beach Center FQOL survey (N = 72) and 12 semi-structured interviews were conducted. There were high scores for overall satisfaction with Total FQOL and associations between FQOL, ECIS and parent occupations. The four themes highlighted that despite FQOL being fluctuating and challenging, positive adaptations (normalization) and positive beliefs helped FQOL. Parents were hopeful that their child would continue to progress in the future (stability). This study concluded that receiving family-centered and timely ECIS is positive for FQOL. While parenting was considered an important occupation, loss of previous occupations such as paid work and time for self-care had a detrimental influence on FQOL.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"81 1","pages":"103 - 125"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75415987","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: 4

Sleep Education for Primary School Students by Occupational Therapists in Japan: A Pilot Study through a Health Promotion Project 日本职业治疗师对小学生的睡眠教育:通过健康促进项目进行的试点研究

Journal of occupational therapy, schools & early intervention Pub Date : 2020-04-02 DOI: 10.1080/19411243.2019.1672602

Shigeki Kurasawa, K. Yokoi, M. Utsumi, Hiroyasu Shiozu, N. Miyai

引用次数: 1

A Cognitive, Self-Monitoring Intervention for Handwriting with Second-Grade Students 二年级学生书写的认知、自我监控干预

Journal of occupational therapy, schools & early intervention Pub Date : 2020-04-02 DOI: 10.1080/19411243.2019.1672604

Ann Lee, Jennifer E. Lape

引用次数: 3

Community-based Screening and Referrals for Autism 基于社区的自闭症筛查和转诊

Journal of occupational therapy, schools & early intervention Pub Date : 2020-04-02 DOI: 10.1080/19411243.2019.1700472

L. Brewer

{"title":"Community-based Screening and Referrals for Autism","authors":"L. Brewer","doi":"10.1080/19411243.2019.1700472","DOIUrl":"https://doi.org/10.1080/19411243.2019.1700472","url":null,"abstract":"ABSTRACT The average diagnosis of autism in the United States is after 4 years of age, even though a reliable diagnosis can be obtained as early as 2 years of age. Early identification of autism can help facilitate access to early intervention, yet many children experience significant delays in receiving a diagnosis and intervention. Various factors contribute to these challenges, including a lack of training among health-care providers and socioeconomic factors among families of young children. Community-based screening is one potential method to help address the need for early identification of children with autism. Some studies indicate that childcare workers can perform screenings for autism with minimal support. Occupational therapists frequently receive referrals for children with autism, but there is a lack of research on the role of interprofessional collaboration with early childcare providers to facilitate timely screening and referrals. The primary focus of this study is to determine the current practice of early childcare providers regarding developmental and autism-specific screening and referral practices within central Michigan. A total of 80 early childcare providers in central Michigan completed a quantitative survey. Results indicate that most early childcare providers are utilizing developmental screening tools such as the Ages and Stages Questionnaire, but only two participants report the use of autism specific screening tools and most did not feel prepared to assist with referrals for this population. Occupational therapists in early intervention have the opportunity and skill set to collaborate with early childhood professionals to facilitate the timely and appropriate use of screening tools for early identification and referrals for children with autism.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"7 1","pages":"147 - 157"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87466605","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

Understanding Early Childhood Educator Practices 理解幼儿教育实践

Journal of occupational therapy, schools & early intervention Pub Date : 2020-04-02 DOI: 10.1080/19411243.2019.1672605

Victoria G. Wilburn, Christina M. Douglas, A. Chase, Leah Van Antwerp, Hannah B. Stoll

引用次数: 0