Journal of occupational therapy, schools & early intervention最新文献_第3页

Adapting an off-the-shelf Mobility Device for Early Intervention: A Case Study 采用现成的移动设备进行早期干预:一个案例研究

Journal of occupational therapy, schools & early intervention Pub Date : 2021-12-12 DOI: 10.1080/19411243.2021.2003731

John Damiao, Michael Pizzi, Chastity Kiely, Sivan Ben Are, Moushumi Chitre, Anna Bianca Dolan, Darly Numa, Magdalena Yastion

引用次数: 0

Effectiveness of an Enrichment Program for Young Children Enrolled in Head Start Programs 参加学前教育项目的幼儿强化计划的有效性

Journal of occupational therapy, schools & early intervention Pub Date : 2021-12-10 DOI: 10.1080/19411243.2021.2009085

S. Lee

{"title":"Effectiveness of an Enrichment Program for Young Children Enrolled in Head Start Programs","authors":"S. Lee","doi":"10.1080/19411243.2021.2009085","DOIUrl":"https://doi.org/10.1080/19411243.2021.2009085","url":null,"abstract":"ABSTRACT The Developmental Screening, Monitoring, and Enrichment (DSME) program for low-income children and families is an initiative developed to support the goal of the Healthy People 2020 and 2030 that aims to increase the number of healthy young children to be ready for school. The 8-week DSME program focuses on reducing health disparities and improving the health of low-income children. A quasi-experimental research study was conducted to examine the effectiveness of the DSME program in 43 children enrolled in three Head Start programs. The children received weekly enrichment activities for 8 weeks. Each child was administered with Denver Developmental Screening Test-II at three intervals (week 1, week 4, and week 8) to identify their developmental levels and monitor their progress in four areas including personal-social, fine-motor, language, and gross-motor. Additionally, the parents received two 1-hour educational trainings to learn about children’s developmental milestones and strategies used to monitor and address their children’s developmental concerns. The data were analyzed using repeated measures ANOVA and paired t-test. The DSME program was found to be effective and can be easily implemented to any Head Start programs. The DSME program can help to increase the proportion of young children who are ready for school.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"32 1","pages":"252 - 261"},"PeriodicalIF":0.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84181304","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 Relationship between Parent- and Child-reported Perceptions of Children’s Handwriting Quality and Skills 家长与儿童对儿童书写质量与技能认知的关系

Journal of occupational therapy, schools & early intervention Pub Date : 2021-12-08 DOI: 10.1080/19411243.2021.2003736

W. Hui, T. Brown, Mong-lin Yu, Carissa Lyons

{"title":"The Relationship between Parent- and Child-reported Perceptions of Children’s Handwriting Quality and Skills","authors":"W. Hui, T. Brown, Mong-lin Yu, Carissa Lyons","doi":"10.1080/19411243.2021.2003736","DOIUrl":"https://doi.org/10.1080/19411243.2021.2003736","url":null,"abstract":"ABSTRACT Handwriting is an important daily occupation for children. When assessing children’s handwriting, it is recommended that clinicians use objective handwriting performance tests as well as solicit children’s and parents’ perspectives to promote client-centered practice. However, it remains unknown to what extent objective handwriting performance test results reflect children’s and parents’ perspectives about children’s handwriting itself. This study investigates the relationship between subjective perceptions of children’s handwriting legibility with the objectively assessed quality of children’s handwriting. Twenty-seven pairs of school-aged children and parents were recruited. Both groups completed the Handwriting Proficiency Screening Questionnaire (HPSQ) and “Here’s How I Write” (HHIW) instrument. Children also completed the Evaluation Tool of Children’s Handwriting (ETCH). Data were analyzed using Spearman’s rho correlations and linear regressions with bootstrapping. Children- and parent-reported perceptions were significantly correlated (rho = .50, p = .008). Children’s perceptions of their own handwriting legibility predicted ETCH letter legibility (p < .001); parents’ perceptions of their children’s handwriting legibility predicted ETCH word legibility (p < .003). The reported perceptions of children’s handwriting quality provide significant information to the overall children’s handwriting assessment process. Therapists should solicit children’s and parents’ perspectives to optimize a holistic approach to children’s handwriting assessment.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"44 1","pages":"455 - 472"},"PeriodicalIF":0.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75468033","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 the Current Role of School-Based Occupational Therapy Practitioners in Addressing Childhood Grief and Loss and Identifying Next Steps to Expand their Current Practice 了解目前学校职业治疗从业者在解决童年悲伤和损失方面的作用，并确定下一步扩大他们目前的实践

Journal of occupational therapy, schools & early intervention Pub Date : 2021-12-02 DOI: 10.1080/19411243.2021.2003735

J. Borio, Divya Sood

{"title":"Understanding the Current Role of School-Based Occupational Therapy Practitioners in Addressing Childhood Grief and Loss and Identifying Next Steps to Expand their Current Practice","authors":"J. Borio, Divya Sood","doi":"10.1080/19411243.2021.2003735","DOIUrl":"https://doi.org/10.1080/19411243.2021.2003735","url":null,"abstract":"ABSTRACT This study was designed to determine how occupational therapy practitioners currently approach their interventions with students on their caseloads who are grieving, as well as to identify what occupational therapy practitioners believe they require in order to expand their current practice as it relates to supporting the needs of grieving students on their caseloads. A qualitative research design was utilized. 10 school-based occupational therapy practitioners participated in the study. Data were collected via semi-structured virtual interviews, using the Zoom platform. Data were collected to understand how occupational therapy practitioners approach their interventions with students on their caseloads who are grieving. Data were also collected to determine what types of resources that occupational therapy practitioners are required to support them in expanding their role as it relates to addressing the needs of grieving students. 10 occupational therapists participated in the study. The results of the study revealed various ways in which occupational therapy practitioners (1) identify a grieving student, (2) provide intervention to grieving students, and (3) obstacles therapists encounter while addressing grief and loss at school. Results from the study also revealed potential ways in which occupational therapy practitioners can be supported to address students on their caseloads who are grieving. School-based occupational therapy practitioners can provide support to the grieving students on their caseloads; however, they require additional support to address barriers and expand their current intervention approaches. These resources may include staff in-services, continuing education opportunities, topical resources about grief-related challenges, and research articles to support their interventions.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"89 1","pages":"374 - 389"},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72785233","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

Stress and Coping Strategies among Arizona School-Based Therapists Impacted by COVID-19 受COVID-19影响的亚利桑那州学校治疗师的压力和应对策略

Journal of occupational therapy, schools & early intervention Pub Date : 2021-12-01 DOI: 10.1080/19411243.2021.2009084

C. Swanson, Amy Armstrong-Heimsoth, Sara Stephenson

{"title":"Stress and Coping Strategies among Arizona School-Based Therapists Impacted by COVID-19","authors":"C. Swanson, Amy Armstrong-Heimsoth, Sara Stephenson","doi":"10.1080/19411243.2021.2009084","DOIUrl":"https://doi.org/10.1080/19411243.2021.2009084","url":null,"abstract":"ABSTRACT The COVID 19 pandemic created unprecedented challenges for health professionals, including therapists working in school settings who experienced increased stressors and decreased support. The goal of this study is to analyze the impact of COVID 19 on the stress levels of school-based therapists (SBTs), determine the methods they used to effectively deal with this stress, and review retrospections on how they could have been better supported. An investigator-created survey was emailed to SBTs through convenience and snowball sampling from February 2021 to March 2021. A total of 144 SBTs provided usable responses. Results were then analyzed by the study personnel. Stress increased by an average of 26% among SBTs during the pandemic. The most common stressors were scheduling problems, the need to learn new technology, and concern for students’ well-being. Exercise, time management, and social support were the most successfully employed techniques to manage this stress. The increased stressors affecting SBTs due to COVID 19 diminishes SBTs’ perception of their quality of work and requires collaboration between employers and employees to resolve. Lessons learned provides insights for improved supports in the future.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"1 1","pages":"15 - 27"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86135095","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

Implementation of Best Practice in the School-based Setting 在校本环境下实施最佳实践

Journal of occupational therapy, schools & early intervention Pub Date : 2021-11-27 DOI: 10.1080/19411243.2021.2003739

Alex Corley, C. Ryan, J. Krug, Amanda Britt

{"title":"Implementation of Best Practice in the School-based Setting","authors":"Alex Corley, C. Ryan, J. Krug, Amanda Britt","doi":"10.1080/19411243.2021.2003739","DOIUrl":"https://doi.org/10.1080/19411243.2021.2003739","url":null,"abstract":"ABSTRACT A clear gap exists between what evidence states as best practice for school-based occupational therapy and what is feasible for practitioners to implement. Evidence establishes that collaborative and contextual practice have a positive effect on student outcomes. Emerging evidence demonstrates that workload models, as opposed to caseload models, could help meet the range of demands on practitioners in order to improve student outcomes. This study aimed to answer the question: What does the implementation of best practices look like for practitioners following a caseload approach compared to those following a workload approach? As described in this study, a caseload approach is when expectations are based on the number of direct intervention minutes or assigned students, while a workload model considers all of the activities and range of demands on practitioners to meet students’ needs (e.g. indirect services, teacher consultation, and documentation time). School-based practitioners recruited via social media platforms and e-mail completed an online survey to explore their practices. Responses were analyzed using descriptive statistics and nonparametric tests. Results showed a statistically significant difference between the caseload and workload models and the following practices: professional learning community membership, collaboration with teachers, and the amount of time devoted to direct intervention, teacher/staff consultation, family/caregiver training/consultation, behavioral supports, and contextually-based services. The results support the hypothesis that workload models allow for practitioners to better implement best practices in the school setting. Implications for practice include the need for educating school staff on occupational therapy’s role and advocating for a transition to school-based models of practice, such as workload approaches.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"3 1","pages":"1 - 14"},"PeriodicalIF":0.0,"publicationDate":"2021-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83737181","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

Outcomes of Occupational Therapy in Trauma-Informed Care 创伤知情护理中职业治疗的结果

Journal of occupational therapy, schools & early intervention Pub Date : 2021-11-26 DOI: 10.1080/19411243.2021.2003733

B. Lynch, Kristen M. Brokamp, C. Scheerer, Mackenzie Bishop, Lauryn Stauble, Becky Hagedorn, Lauren Endres

{"title":"Outcomes of Occupational Therapy in Trauma-Informed Care","authors":"B. Lynch, Kristen M. Brokamp, C. Scheerer, Mackenzie Bishop, Lauryn Stauble, Becky Hagedorn, Lauren Endres","doi":"10.1080/19411243.2021.2003733","DOIUrl":"https://doi.org/10.1080/19411243.2021.2003733","url":null,"abstract":"ABSTRACT A retrospective chart review was utilized to gather the outcomes of occupational therapy services for young children who experienced trauma. Subjects (n = 22) were between the ages of 0–5 years, had at least two adverse childhood experiences (ACEs) reported, and received treatment from an occupational therapist and, either or both, a recognized mental health provider or speech-language pathologist. Caregivers of 22 subjects completed an initial Canadian Occupational Performance Measure (COPM) with the most frequently identified problem area categories of Regulation and Developmental Skill Growth. For the 10 subjects for whom a final COPM assessment was available, caregiver perception of child performance and caregiver satisfaction improved by an average of two points. Results from three additional standardized assessments showed varying results in areas tested. Results suggested receiving occupational therapy treatment within an interprofessional team led to positive outcomes for children who experienced trauma. However, further research is needed to determine the specific and most effective means to measure the outcomes of occupational therapy interventions for this population.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"54 1","pages":"357 - 373"},"PeriodicalIF":0.0,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76228555","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: 5

Occupational Therapy Service during Transitional Periods in Special Education Schools 特殊教育学校过渡期的职业治疗服务

Journal of occupational therapy, schools & early intervention Pub Date : 2021-11-25 DOI: 10.1080/19411243.2021.2009082

Kewalin Panyo, Suchitporn Lersilp, Supawadee Putthinoi, H. Hsu

{"title":"Occupational Therapy Service during Transitional Periods in Special Education Schools","authors":"Kewalin Panyo, Suchitporn Lersilp, Supawadee Putthinoi, H. Hsu","doi":"10.1080/19411243.2021.2009082","DOIUrl":"https://doi.org/10.1080/19411243.2021.2009082","url":null,"abstract":"ABSTRACT The practice of occupational therapy (OT) has been extended to include not only a hospital-based but also school-based setting. School-based occupational therapists (SBOTs) work as health professionals in an educational team that provides a transition service in special education schools, and encourages students to meet their goals and become potential learners. The objective of this study was to explore the current situation of the OT service for students with disabilities in special education schools during their transitional periods. This study had a qualitative approach. The participants comprised six SBOTs in special education schools in Chiang Mai province, Thailand. The research instrument consisted of semi-structured interviews with open-ended questions. Thematic analysis was conducted in steps of data analysis. The results found ten categories in four themes as follows. The first theme of roles and involvement of occupational therapists (OTs) had two categories: formal roles and involvement and informal collaboration. The second theme of OT service for transition had two categories: types of intervention programs and timing in providing the OT service. The third theme of barriers against providing the transition service had four categories: informal school policies on the transition service, OT workloads, differences in the background and perspectives of school professionals, and parental involvement. The fourth theme of opinions to decrease the barriers had two categories: explicit educational policies and use of technology as tools for involvement and collaboration. SBOTs provided the transition service in formal and informal collaboration through main and supplementary intervention programs. The findings indicated many barriers. Explicit policy and use of technologies were offered to decrease the barriers against providing the OT service.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"6 1","pages":"91 - 105"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74423168","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

The Effect Of A Sensory Activity Schedule (SAS) On The On-Task Behaviors Of Children With Autism Spectrum Disorders 感觉活动计划对自闭症谱系障碍儿童任务行为的影响

Journal of occupational therapy, schools & early intervention Pub Date : 2021-11-16 DOI: 10.1080/19411243.2021.2003734

Jeryl D Benson, Meghan G. Blaskowitz, Aleyna Collins, Deborah Smitsky, Erica Chippich, Claire Connell

{"title":"The Effect Of A Sensory Activity Schedule (SAS) On The On-Task Behaviors Of Children With Autism Spectrum Disorders","authors":"Jeryl D Benson, Meghan G. Blaskowitz, Aleyna Collins, Deborah Smitsky, Erica Chippich, Claire Connell","doi":"10.1080/19411243.2021.2003734","DOIUrl":"https://doi.org/10.1080/19411243.2021.2003734","url":null,"abstract":"ABSTRACT Occupational Therapists often use interventions that support sensory processing. Interventions may include Ayres sensory integration, sensory based intervetnions or use of sensory input built into the childs routine. This quasi-experimental study explored the effects of a sensory activity schedule (SAS) on the on-task behaviors of children with Autism Spectrum Disorder (ASD) during independent work time. Using a single subject, A-B-A-B design with a non-SAS phase (A) and SAS phase (B), the type and frequency of prompts for completion of work tasks were recorded and analyzed from a convenience sample of 7 participants with ASD in a special education classroom. The results are mixed. Visual analysis of participant data demonstrated that all participants displayed level changes and an overall decrease in the mean number of cues they required to remain on-task, although there was a high variability within phases. These results suggest that child-specific sensory activities may have a positive effect on on-task behaviors during some tasks while having no effect at other times. The use of a SAS resulted in a decrease in teacher cues required for on-task behavior for some participants but had minimal or no impact for other participants. Additional research is needed.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"2 1","pages":"439 - 454"},"PeriodicalIF":0.0,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88457195","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: 5

Therapy together: A caregiver led constraint induced movement therapy program for preschool aged children utilizing a virtual environment due to COVID 19 共同治疗:由于COVID - 19的原因，针对学龄前儿童利用虚拟环境的护理人员主导的约束诱导运动治疗项目

Journal of occupational therapy, schools & early intervention Pub Date : 2021-11-12 DOI: 10.1080/19411243.2021.2003738

A. Shierk, H. Roberts, Katherine Dubberly, N. Clegg, Marcus A. Fagan, D. Baldwin, Fabiola Reyes, J. Vanpelt, M. Delgado

{"title":"Therapy together: A caregiver led constraint induced movement therapy program for preschool aged children utilizing a virtual environment due to COVID 19","authors":"A. Shierk, H. Roberts, Katherine Dubberly, N. Clegg, Marcus A. Fagan, D. Baldwin, Fabiola Reyes, J. Vanpelt, M. Delgado","doi":"10.1080/19411243.2021.2003738","DOIUrl":"https://doi.org/10.1080/19411243.2021.2003738","url":null,"abstract":"ABSTRACT To pilot Therapy Together, an 8-week parent-led pediatric constraint induced movementtherapy (P-CIMT) program for preschool aged children with unilateral cerebral palsy (UCP). Five children with UCP and their caregivers participated in eight, 1 hour group sessions structured by the TEAM approach (topic, encourage, activity, and motivate). Three of the sessions were in person and 5 of the sessions were online due to COVID 19. Parent coaching and therapeutic activities for each weekly session aimed to improve a specific upper limb domain. The caregivers were asked to implement therapeutic activities 1 hour each day at home. The primary outcome measure was the Assisting Hand Assessment (AHA), scored by a blinded rater. The secondary outcome measure was the Canadian Occupational Performance Measure (COPM). Caregivers kept a log of hours completed at home, comments about implementing the program, and rated their child’s unilateral and bilateral hand performance weekly. Participants demonstrated clinically significant changes in bimanual performance (AHA) with a large effect size, but statistical significance was not reached. Improvements in occupational performance and satisfaction (COPM) were clinically and statistically significant. Therapy Together is a promising P-CIMT intervention program for preschooler with UCP. The program incorporates caregiver education and coaching with caregiver-led home therapeutic activities to improve children’s bimanual hand skills and occupational performance while addressing barriers to intervention access such as caregiver hesitancy in order to reduce health disparities in children with UCP.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"2 1","pages":"39 - 50"},"PeriodicalIF":0.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82011125","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