Journal of occupational therapy, schools & early intervention最新文献_第7页

The Effects of Desk Cycles in Elementary Children’s Classroom Physical Activity: A Feasibility Study 课桌周期对小学儿童课堂体育活动的影响:可行性研究

Journal of occupational therapy, schools & early intervention Pub Date : 2021-04-12 DOI: 10.1080/19411243.2021.1910608

Alicia L Fedewa, H. Erwin, Soyeon Ahn, S. Alawadi

引用次数: 0

Primitive reflex retention and attention among preschool children 学龄前儿童的原始反射保留与注意

Journal of occupational therapy, schools & early intervention Pub Date : 2021-04-04 DOI: 10.1080/19411243.2021.1910606

J. Hickey, Diana R. Feldhacker

{"title":"Primitive reflex retention and attention among preschool children","authors":"J. Hickey, Diana R. Feldhacker","doi":"10.1080/19411243.2021.1910606","DOIUrl":"https://doi.org/10.1080/19411243.2021.1910606","url":null,"abstract":"ABSTRACT Primitive reflexes are a critical part of early development but eventually integrate to give rise to volitional and cortically directed movements and higher-level cognitive skills. Failure to integrate these reflexes in a developmentally appropriate stage has shown correlation with developmental delays which affect occupational participation. Retention of reflexes may be linked to academic difficulties, including attention deficits in the classroom. The purpose of this study was to explore prevalence of primitive reflex activity among 4- to 6-year-old children and to understand the relationship between primitive reflex activity and attention. A total of 27 preschool students were screened for 7 primitive reflexes as well as attention utilizing the SNAP-IV. Overall, 100% of the students had at least 1 retained reflex, with STNR being the most common (81.4%). Males demonstrated more reflex activity than females for 6 of the 7 tested reflexes. A significant difference was found between males and females for scores within the inattention subtest of the SNAP-IV, with males scoring higher for inattention. Correlational analyses indicated a statistically significant relationship among males between ATNR activity and opposition/defiance as well as retention of Moro and inattention. Though ongoing research is indicated, the findings of this study support prior research which indicates a need for early screening of primitive reflexes as client factors which could impact occupational performance.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"81 1","pages":"1 - 13"},"PeriodicalIF":0.0,"publicationDate":"2021-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89020965","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

Behavioral Signs of Cerebral Visual Impairment in Very Low Birth Weight Infants 极低出生体重儿脑视觉障碍的行为体征

Journal of occupational therapy, schools & early intervention Pub Date : 2021-04-03 DOI: 10.1080/19411243.2020.1822258

Nancy Stockall, Corinna Villar Cole, Alma Contreras-Vanegas

引用次数: 0

The CHANCE Program: A Pilot Occupational Therapy Vocational Program for Young Adults with Special Needs in Secondary Education CHANCE计划:一项针对中等教育中有特殊需要的年轻人的试点职业治疗职业计划

Journal of occupational therapy, schools & early intervention Pub Date : 2021-03-23 DOI: 10.1080/19411243.2021.1898518

J. George

引用次数: 0

Impact of the Ready to Learn and Play Framework on Occupational Performance for Students with Autism in the School Setting: A Pilot Study 准备学习和游戏框架对学校环境下自闭症学生职业表现的影响:一项试点研究

Journal of occupational therapy, schools & early intervention Pub Date : 2021-03-15 DOI: 10.1080/19411243.2021.1898517

Janis J. Leinfuss, Michele Karnes

引用次数: 1

Theory and Evidence for Pre-printing Development: A Scoping Review 印刷前发展的理论和证据:范围审查

Journal of occupational therapy, schools & early intervention Pub Date : 2021-03-03 DOI: 10.1080/19411243.2021.1875388

E. Klein, Ivonne Montgomery, J. Zwicker

{"title":"Theory and Evidence for Pre-printing Development: A Scoping Review","authors":"E. Klein, Ivonne Montgomery, J. Zwicker","doi":"10.1080/19411243.2021.1875388","DOIUrl":"https://doi.org/10.1080/19411243.2021.1875388","url":null,"abstract":"ABSTRACT Occupational therapists often address pre-printing skills in young children, but the evidence supporting such practice has not been thoroughly investigated. The purpose of this scoping review was to summarize and evaluate pre-printing literature and outline a theoretical framework to inform best practice. Utilizing PRISMA guidelines and scoping review methodology, two independent reviewers selected articles for abstract and full-text review and rated the level of evidence of each article. Most of the 98 articles that were included were low levels of evidence, often based on “expert” opinion. Two theoretical approaches emerged based on printing skill prerequisites and development. Occupational therapy research appears to follow a neurodevelopmental approach, which describes a prescriptive developmental sequence with direct instruction, leading to mastery of pre-printing shapes, strokes and skills. An emergent literacy approach is prominent in education literature. This approach also incorporates developmental considerations, but is less prescriptive and more focused on a literacy-rich, curricular approach to pre-printing instruction. An emergent literacy approach encourages children to experiment with printing, matching task demands with the child’s natural printing development, without prescriptive mastery of certain skills. We propose an integrated theoretical framework, to capture both educator and therapist expertise, to facilitate a more collaborative approach when guiding pre-printing development both for typically developing children and children with developmental challenges. Evidence from this scoping review will be used to develop a pre-printing program based on an integrated theoretical framework. This combined approach may prevent confusion and conflicting information about printing readiness, and thus allow occupational therapists, early childhood educators, kindergarten teachers, and parents to provide consistent guidance and learning opportunities for young children to learn pre-printing skills.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"32 1","pages":"357 - 399"},"PeriodicalIF":0.0,"publicationDate":"2021-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74358833","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

Pilot Study of a Play-based Intervention Enrichment Program Using Board Games, for Mothers and Children from a Culturally Challenged Immigrant Group 针对来自文化挑战移民群体的母亲和儿童，以棋盘游戏为基础的游戏干预丰富计划的试点研究

Journal of occupational therapy, schools & early intervention Pub Date : 2021-02-28 DOI: 10.1080/19411243.2021.1884634

Anat Golos, Shlomit Freiman

{"title":"Pilot Study of a Play-based Intervention Enrichment Program Using Board Games, for Mothers and Children from a Culturally Challenged Immigrant Group","authors":"Anat Golos, Shlomit Freiman","doi":"10.1080/19411243.2021.1884634","DOIUrl":"https://doi.org/10.1080/19411243.2021.1884634","url":null,"abstract":"ABSTRACT Play is a central occupation of children, contributing to their development. Play opportunities depend on physical, social, and cultural environments. Family-focused programs need to be developed and adapted to diverse populations. This study endeavored to evaluate the effectiveness of a short-term intervention enrichment program for a group of mothers and children from a cultural immigrant group in Israel, which focused on playing board games together. Twelve mothers and 12 children participated in a play-based program. A demographic questionnaire and a set of adapted PAPI questionnaires were used to examine mothers’ levels of knowledge and self-efficacy relating to playing board games, as well as children’s participation before and after intervention. Qualitative information was also collected, as well as mothers’ satisfaction levels. A significant improvement (p < .006; ɳ 2 > .14) was found in some items relating to mothers’ knowledge, awareness, and self-efficacy resulting from play, and relating to children’s participation in play. Three months post intervention, a nonsignificant decrease was found in comparison to immediate post-intervention scores. The mothers reported a high level of satisfaction with the program. Short-term programs focusing on board game-playing among mothers and children from a cultural immigrant group may have the potential to strengthen parental knowledge, awareness, and self-efficacy relating to playing board games, and may improve their children’s participation in leisure play. Possible change mechanisms include occupational-based intervention, a family-centered approach, and environmental and cultural adaptations. The results suggest the need for developing culturally sensitive programs for diverse cultural groups. Future studies are needed among diverse populations, using additional assessments and control groups.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"41 1","pages":"14 - 30"},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73751873","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

Promoting Social-Emotional Development In Children Experiencing Economic Hardship Using TBRI® Nurture Group© 利用TBRI®培育小组促进经济困难儿童的社会情感发展©

Journal of occupational therapy, schools & early intervention Pub Date : 2021-02-09 DOI: 10.1080/19411243.2021.1884633

S. Cerny, Jessica Reishus, Wade Robinson, Shelby Beckman, Erin Buse, Reina I Sebastian, Jaimie Smith

{"title":"Promoting Social-Emotional Development In Children Experiencing Economic Hardship Using TBRI® Nurture Group©","authors":"S. Cerny, Jessica Reishus, Wade Robinson, Shelby Beckman, Erin Buse, Reina I Sebastian, Jaimie Smith","doi":"10.1080/19411243.2021.1884633","DOIUrl":"https://doi.org/10.1080/19411243.2021.1884633","url":null,"abstract":"ABSTRACT The purpose of this study was to examine the effect of occupational therapy group intervention using Trust Based Relational Intervention® (TBRI®) Nurture Groups© on preschool children’s social, emotional, and behavioral development in a Head Start program. This study used a retrospective mixed method, quasi-experimental design with non-equivalent groups and pretest-posttest measures. The intervention site teaching staff participated in 16 hours of TBRI® Caregiver training and the children participated in 12 weeks of Nurture Group© interventions. The Strengths and Difficulties Questionnaire (SDQ) and Teaching Strategies GOLD® (TSG) assessment measured child development in social, emotional, and behavioral domains. The intervention site teaching staff participated in a focus group to determine their perceptions of the intervention’s effectiveness. This data was evaluated using grounded theory methodology. SDQ: The children experienced statistically significant changes in the emotional symptoms and prosocial behavior domains. TSG: Results indicated a statistically significant main effect of site on objectives of Forms Relationships with Adults, Responds to Emotional Cues, and Balances Needs & Rights of Self and Others. Themes identified from qualitative analysis illustrated how the teachers highly valued the TBRI® training and adapted their teaching strategies to incorporate the TBRI® principles of empowering, connecting, and correcting. Teaching staff reported increased perceived social-emotional skills in the children and detailed how the children’s behavior changed to demonstrate these skills. Occupational therapy group intervention supports the social-emotional development of children attending Head Start. Occupational therapy practitioners need to engage in universal and targeted approaches to promote resiliency in this population of at-risk children.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"64 1","pages":"31 - 48"},"PeriodicalIF":0.0,"publicationDate":"2021-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90413148","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 Relationship between Children’s Sensory Processing and Executive Functions: An Exploratory Study 儿童感觉加工与执行功能关系的探索性研究

Journal of occupational therapy, schools & early intervention Pub Date : 2021-01-31 DOI: 10.1080/19411243.2021.1875386

T. Brown, Emma Swayn, J. M. Pérez Mármol

{"title":"The Relationship between Children’s Sensory Processing and Executive Functions: An Exploratory Study","authors":"T. Brown, Emma Swayn, J. M. Pérez Mármol","doi":"10.1080/19411243.2021.1875386","DOIUrl":"https://doi.org/10.1080/19411243.2021.1875386","url":null,"abstract":"ABSTRACT Sensory processing and executive functioning have been studied extensively as individual concepts in primary school children, yet little literature exists that has examined the relationship between these two factors. This study investigated the association between sensory processing and executive functioning in school-aged children. Parents of 40 typically developing children ( = 7.42 years, SD = 0.95; 20 males and 20 females) completed the Sensory Profile 2 (SP-2) and the Behavior Rating Inventory of Executive Functioning, Second Edition (BRIEF-2). Spearman rho correlations and multiple linear regressions with bootstrapping were used to examine possible associations. Regression analysis findings indicated that all models were found to be statistically significant (p ≤ .001) with adjusted R2 values ranging from .30-.76. The SP-2 Avoiding, Sensitivity and Registration quadrant subscales were found to be significant predictors of the four BRIEF composite index scores. The SP-2 Body Position sensory subscale made unique contributions to the total variance of three BRIEF composite index models (Behavior Regulation Index = 9.7%, p = .01; Emotional Regulation Index = 8.8%, p < .001; Global Executive Composite = 6.3%, p = .01). The SP-2 Conduct behavioral subscale was also a unique contributor to three of the BRIEF composite index models’ total variance (Behavior Regulation Index = 14.5%, p = .01; Cognitive Regulation Index = 8.9%, p = .01; Global Executive Composite = 7.8%, p = .01). Children’s sensory processing and their executive functioning were strongly associated. The regression analyses demonstrated that a statistically significant predictive relationship between sensory processing as measured by the SP-2 and executive function as measured by the BRIEF-2 existed.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"39 1","pages":"307 - 324"},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77675324","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

A Demonstration of Knowledge Translation in A Transition Community of Practice 知识翻译在转型实践共同体中的示范

Journal of occupational therapy, schools & early intervention Pub Date : 2021-01-27 DOI: 10.1080/19411243.2021.1875385

Karen Majeski, Sandra Schefkind

引用次数: 1