Journal of occupational therapy, schools & early intervention最新文献

{"title":"Young Children’s Experiences with Yoga after School","authors":"B. Martin, Blake Peck, D. Terry","doi":"10.1080/19411243.2022.2037490","DOIUrl":"https://doi.org/10.1080/19411243.2022.2037490","url":null,"abstract":"ABSTRACT Currently, little is known about the lived experiences of children who participate in yoga, particularly using their own words. This study provides insights into how young children aged 6 to 10 years old were able to understand their bodies within a yoga space. The purpose of this study was to investigate young children’s lived experiences of yoga through qualitative interviews. Parents of children engaged in yoga were also interviewed to gain a sense of their point of view about the experiences of yoga for their children. Results indicated yoga had assisted children to find, and express joy, and fun by moving their bodies into different shapes. The physical and psychological difficulty of some of the yoga shapes assisted children to develop a persistent mind-set which enabled them to transfer knowledge to different contexts, such as difficulties at school, and finding ways to relax, and be with themselves. Yoga as an activity after-school develops strategies such as resilience, and assists in other contexts such as school, and family. The parents’ described how they were looking for techniques to help calm their children, and how challenging this was with the constant stimulation of everyday activities. The findings suggest that yoga may have a place in the school curriculum for the purpose of teaching students’ simple coping skills when experiencing feelings of stress, and anxiety, and assist with controlling their behavior.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"60 1","pages":"194 - 211"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90537530","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":"Building Better Teams: Impact of Education And Coaching Intervention on Interprofessional Collaboration Between Teachers and Occupational Therapists in Schools","authors":"Zahava L. Friedman, Kurt Hubbard, Francine M. Seruya","doi":"10.1080/19411243.2022.2037492","DOIUrl":"https://doi.org/10.1080/19411243.2022.2037492","url":null,"abstract":"ABSTRACT Most American school-based occupational therapy (SBOT) practitioners do not report utilizing research-supported collaborative models of therapy (Gallagher & Richards, 2020). The purpose of this quantitative, quasi-experimental study was to determine whether a 4-month-long training and coaching program could improve interprofessional collaboration skills, measured by pre- and post-self-scoring. Training and coaching content built upon theoretical foundations of Universal Design for Learning, where learning is intentionally designed to maximize access for all learners, and Distributed Cognition, where each group member contributes unique knowledge to the team. Interprofessional collaboration was operationalized into three discrete skills: communication, role perception, and conflict resolution. Research questions investigated whether training and coaching strategies could improve communication, role perception, and conflict resolution, measured by improved posttest scores. Sample consisted of 27 pairs of school-based occupational therapists and classroom teachers from central New Jersey. For data analysis, sum for each item pre and post was calculated then classified by variable. Paired-sample t-test determined whether sums showed significant differences. For communication, role perception, and conflict resolution, the paired sample t-test analysis revealed significance at .000. Participants’ self-reported scores showed statistically significant increase on all three variables. Overall, this study provided a precedent for potential effectiveness of longer-term training/coaching sequences to improve interprofessional collaboration for occupational therapists and teachers in school-based settings.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"191 1","pages":"173 - 193"},"PeriodicalIF":0.0,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79622069","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":"A Study of the Relationship between Executive Function and School Function in Children with Cerebral Palsy","authors":"Elahe Mousavi, Nazila Akbarfahimi, Sahel Moein, Mohsen Vahedi","doi":"10.1080/19411243.2022.2027840","DOIUrl":"https://doi.org/10.1080/19411243.2022.2027840","url":null,"abstract":"ABSTRACT The school function of children with cerebral palsy (CP) are affected by their disability. Cognitive impairments, especially in executive function (EF), can be a reason for these children’s failure in school function. This study investigated the association between EF and school function(school participation, school physical activity performance) in children with Cerebral Palsy. This descriptive-analytical cross-sectional study evaluated 98 children with CP who were diagnosed by a pediatric neurologist, aged between 7–12 years, had no simultaneous disabilities (blindness and deafness), were able to follow verbal instructions and had a Wechsler IQ score ≥ 70. The children’s school function was assessed using the School Function Assessment (SFA), and their EF was evaluated using the Tower of London test and the Behavior Rating Inventory of Executive Function (BRIEF). After collecting data, they were analyzed using SPSS software version 23.The results revealed a significant positive correlation between the some EF components and school function (participation, activity performance) Similarly, there was a significant positive correlation between the total EF score with participation, travel, maintaining/changing position, recreational movement, manipulation with movement, using materials, setup /cleanup, hygiene, clothing management(p < .01), as well as eating/drinking, written work, and going up/downstairs(p < .05). The findings suggest that executive function is associated with school function (participation and physical activity performance) in children with CP. Therefore, it seems possible to improve children with CP’s school function by promoting different EF components.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"4 1","pages":"160 - 172"},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80519037","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":"Environmental Adjustment Needs of Children with Special Educational Needs in Austrian Mainstream Schools: The Child and Teacher Perspective","authors":"Thomas Morgenthaler, Debbie Kramer-Roy, C. Schulze","doi":"10.1080/19411243.2022.2027838","DOIUrl":"https://doi.org/10.1080/19411243.2022.2027838","url":null,"abstract":"ABSTRACT Children with special educational needs included in Austrian mainstream schools are provided with special educational support, which aim to create learning environments, that meet the children’s needs on an individual level. Little is known about what adjustments children with special educational needs in mainstream school classes require to promote participation in school occupations. This is the first study in Austria exploring the student-environment-fit from self-perceived children’s perspective and comparing this to teachers’ perspective by using the School Setting Interview. In this cross-sectional matched pairs study twenty-five children (mean age 12.5 ± 1.4) with special educational needs and twenty-one teachers from six Austrian secondary schools were interviewed. Participants’ ratings were analyzed descriptively and statistically with Wilcoxon-Sign Rank Test. Reported adjustments from the child and teacher perspectives were analyzed with qualitative content analysis and presented using the occupational, social and physical environmental dimensions from the Model of Human Occupation. Results indicate perceived student-environment-fit differs between school activities as well as between children and teachers. Three out of 16 school activities showed a statistically significant difference between children and teacher matched-pair analysis. Children perceive more unmet needs then teachers. Most adjustments are reported in the social environment dimension and inform practitioners what adjustments are perceived to be useful for children with Special Educational Needs and their teachers. Both children’s and teacher’s perspectives provide valuable information. Significantly, children in this study were able to identify required needs and describe adjustments. To increase participation in school occupations, children can and need to be actively included in the decision-making process.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"32 1","pages":"138 - 159"},"PeriodicalIF":0.0,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83632491","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":"Prompting play for preschoolers with intellectual and developmental disability: A pilot investigation of an occupational therapy led virtual workshop series","authors":"Katherine Gammer, E. D. Donoso Brown","doi":"10.1080/19411243.2022.2027837","DOIUrl":"https://doi.org/10.1080/19411243.2022.2027837","url":null,"abstract":"ABSTRACT Evidence-based strategies for play, such as the application of systematic prompting techniques, require education and collaboration between occupational therapists and classroom educators to support implementation and carryover. Educating teachers and paraprofessionals regarding systematic prompting strategies to increase play within the classroom can work toward decreasing the play deficits experienced by students with intellectual and developmental disabilities (IDD). This pilot project investigated the immediate effects of a virtual workshop series for preschool educators on knowledge and self-efficacy of systematic prompting strategies for play. The virtual platform was implemented during the COVID-19 pandemic in order to follow health and safety protocols. Using a pretest posttest design, participants from an inclusive preschool were recruited to participate in a virtual workshop series. We found that participants demonstrated a positive and statistically significant change in both knowledge and self-efficacy. Participants were highly satisfied with the content and delivery of the workshops, however additional hands-on training to solidify their understanding was noted as an area of need. This pilot project provides a model for creation of virtual workshops, the sharing of resources as well as the value of interprofessional collaboration.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"21 1","pages":"126 - 137"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79387921","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":"Exploration of Common Sensory Interventions Utilized in School-Based Occupational Therapy","authors":"Megan Mowell, Lauren Richter, Vanessa D. Jewell","doi":"10.1080/19411243.2022.2027839","DOIUrl":"https://doi.org/10.1080/19411243.2022.2027839","url":null,"abstract":"ABSTRACT Occupational therapy practitioners provide sensory-based interventions to support children as they learn academically, develop self-regulation skills, and participate in play and activities of daily living skills alongside their peers. These interventions are used both for children who have a specific sensory-related diagnosis as well as children who do not have a specific diagnosis. This study explored common occupational therapy sensory interventions utilized within the United States school settings along with implementation barriers for sensory intervention services for children ages 3–18 years old. Occupational therapy practitioners completed an electronic survey and a focus group. Results indicated that many occupational therapy practitioners frequently used sensory interventions through indirect services with children in preschool and elementary school. Occupational therapy practitioners must provide interprofessional training for education teams for effective sensory intervention implementation in school-based settings.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"26 1","pages":"212 - 224"},"PeriodicalIF":0.0,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80824492","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":"An Investigation of the Association between School-Aged Children’s Sensory Processing and Their Self-Reported Leisure Activity Participation and Preferences","authors":"E. Brady, T. Brown","doi":"10.1080/19411243.2021.2003737","DOIUrl":"https://doi.org/10.1080/19411243.2021.2003737","url":null,"abstract":"ABSTRACT Limited research currently exists that examines typically-developing children’s sensory processing and how this effects their leisure activity participation and preferences. To investigate the association between sensory processing and the self-reported leisure activity participation and preferences in children aged seven to 12 years. 24 children (10 females, 14 males; mean age: 9.70 years; SD = 1.83 completed the Children’s Assessment of Participation and Enjoyment/Preferences for Activities of Children (CAPE/PAC). Each child’s primary caregiver completed the Sensory Processing Measure – Home Form (SPM). Data were analyzed using Spearman rho correlation and linear regression analyses with bootstrapping. Twelve significant correlations were identified between the SPM and CAPE subscales and four were identified between SPM and PAC subscales. Of the SPM subscales, Touch (rho = −.560 to .445, p < .01) and SPM Total score (rho = −.541 to .426, p < .01) had the highest number of significant correlations with the CAPE. Significant correlations identified between the SPM and the PAC included: i) SPM Body Awareness and PAC Formal Activities Preference (rho = .405 to .451, p < .05); ii) SPM Balance and Motion and PAC Self-Improvement Activities Preference (rho = −.447, p < .05); and iii) SPM Visual and PAC Social Activities Preference (rho = .434, p < .05). Regression analysis results identified significant predictive relationships between the SPM Total score and the intensity of participation in two CAPE activity types and one activity domain: i) CAPE Self-Improvement Activities Intensity (p = .015, Adjusted R2 = .206); ii) CAPE Social Activities Intensity (p = .05, Adjusted R2 =.127); and iii) CAPE Informal Activities Intensity (p = .013, Adjusted R2 = .213). A significant predictive relationship was identified between children’s intensity of participation in CAPE Self-Improvement, Social and Informal Activities and their SPM Total score. This indicates that challenges with multisensory processing may negatively impact the frequency of children’s participation in leisure activities.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"1 1","pages":"51 - 77"},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78816974","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":"The Need for a Handwriting Intervention Guideline for Occupational Therapists in the Malaysian Context","authors":"Mahfuzah Zainol, Masne Kadar, Nor Afifi Razaob, Farahiyah Wan Yunus","doi":"10.1080/19411243.2021.2009954","DOIUrl":"https://doi.org/10.1080/19411243.2021.2009954","url":null,"abstract":"ABSTRACT The objectives of this study are to analyze the factors of handwriting difficulties among children, the intervention strategies for handwriting problems, and the need to develop a handwriting intervention guideline for occupational therapists in the Malaysian context. The research employed individual semi-structured interviews with seven participants who offered three different sets of experiences and viewpoints, namely, the remedial school teachers’, occupational therapists’, and parents’ perspectives. A qualitative analysis approach was utilized. Thematic analysis was applied by using an inductive approach for open-ended questions in interviews. The results were presented according to research objectives. Five themes emerged to address the factors of handwriting issues among school children. The factors are motor skills deficiency, poor motor visual skills, lack of parental support, low self-motivation, and handwriting difficulties. Four themes were derived for intervention strategies to cater for handwriting problems among school children. The themes have an emphasis on developing motor skills, increasing motor visual activities, engaging occupational therapy components, and enabling active participation from parents and teachers. Finally, there is a crucial need to produce a guideline for handwriting intervention in order to improve children’s potential in handwriting skills, to provide a comprehensive guide for occupational therapists, teachers, and parents and to align practice in handwriting intervention. This study provides understanding of the factors of handwriting problem among school children and allows suitable intervention programs. Therefore, the need to develop a systematic guideline in handwriting intervention is significant, in that it would benefit the teachers, occupational therapists, and parents in the Malaysian context.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"1 1","pages":"382 - 403"},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90874163","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":"The Use of Mindfulness to Improve Emotional Regulation and Impulse Control among Adolescents with ADHD","authors":"Miranda L. Virone","doi":"10.1080/19411243.2021.2009081","DOIUrl":"https://doi.org/10.1080/19411243.2021.2009081","url":null,"abstract":"ABSTRACT This article reviews a mindfulness intervention and its effect on emotional regulation and impulse control among middle school students with attention deficit hyperactivity disorder (ADHD). Substantial literature exists to support the use of mindfulness among adolescents with ADHD to improve negative symptoms of emotional regulation and impulsivity. Middle school students were recruited to participate in a six-week intervention that involved formal and informal mindfulness practices. Pre- and post-intervention mixed methods outcomes measures indicate that a mindfulness intervention improves ADHD symptoms, reduces the frequency for external cues to identify negative symptoms, improves the ability to implement mindfulness techniques during events that produce negative symptoms of emotional regulation and impulse control, and improves the understanding of what mindfulness is. Further research is indicated to determine additional uses for mindfulness as an occupational therapy intervention to improve social and educational participation and among adolescents with ADHD.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"29 1","pages":"78 - 90"},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91135402","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":"Assessing handwriting in preschool-aged children: Reliability and internal consistency of the “Just Write!” tool","authors":"Tiffany Bolton, Brittney Stevenson, William Janes","doi":"10.1080/19411243.2021.2009083","DOIUrl":"https://doi.org/10.1080/19411243.2021.2009083","url":null,"abstract":"ABSTRACT Researchers utilized a cross-sectional secondary analysis of data within an ongoing non-randomized controlled trial study design to establish the reliability and internal consistency of a novel handwriting assessment for preschoolers, the Just Write! (JW), written by the authors. Seventy-eight children from an area preschool participated in the study by completing the JW and the Beery-Buktenica Developmental Test of Visual Motor Integration (VMI). The results indicate the JW can be reliably scored by novice and experienced practitioners. The results also indicate that grasp is not correlated with writing ability, and point toward developmental implications with upper and lower case writing. In addition, the authors provide the JW as an appendix to aide interested practitioners and researchers.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"34 1","pages":"28 - 38"},"PeriodicalIF":0.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88450064","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}