Eliane Dionne, Annette Majnemer, Miriam H Beauchamp, Marie Brossard-Racine
{"title":"学业障碍儿童的职业治疗:一项泛加拿大调查。","authors":"Eliane Dionne, Annette Majnemer, Miriam H Beauchamp, Marie Brossard-Racine","doi":"10.1177/00084174251359768","DOIUrl":null,"url":null,"abstract":"<p><p><b>Introduction.</b> Children with Developmental Coordination Disorder (DCD) often experience academic challenges. Although children with DCD are frequently referred to Occupational Therapy (OT) to help alleviate some of their motor and functional challenges, the actual practices of OTs regarding academic activities remain underexplored in this group. <b>Objectives.</b> This study aimed to describe the nature and extent of Canadian OT practices regarding academic activities in children with DCD. <b>Methods.</b> A survey was sent to pediatric OTs through national and provincial OT associations and licensing organizations, to gather information on assessment and intervention practices related to core academic activities in children with DCD. <b>Findings.</b> A total of 229 OTs completed the survey (170 females, 74%). Occupational Therapies reported assessing or providing intervention for academic activities, most frequently handwriting (96% assessed and 85% intervened), writing (74% and 65%), mathematics (72% and 68%), and reading (66% and 59%). With respect to intervention services, up to 78% of OTs provided direct intervention, compared to 51% for indirect or consultative services. <b>Conclusion.</b> Most Canadian pediatric OTs typically assess and provide intervention for handwriting and, to a lesser extent, other academic activities. These practices vary depending on work setting and experience.</p>","PeriodicalId":49097,"journal":{"name":"Canadian Journal of Occupational Therapy-Revue Canadienne D Ergotherapie","volume":" ","pages":"84174251359768"},"PeriodicalIF":1.7000,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Occupational Therapy for Children with DCD and Academic Difficulties: A Pan-Canadian Survey.\",\"authors\":\"Eliane Dionne, Annette Majnemer, Miriam H Beauchamp, Marie Brossard-Racine\",\"doi\":\"10.1177/00084174251359768\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p><b>Introduction.</b> Children with Developmental Coordination Disorder (DCD) often experience academic challenges. Although children with DCD are frequently referred to Occupational Therapy (OT) to help alleviate some of their motor and functional challenges, the actual practices of OTs regarding academic activities remain underexplored in this group. <b>Objectives.</b> This study aimed to describe the nature and extent of Canadian OT practices regarding academic activities in children with DCD. <b>Methods.</b> A survey was sent to pediatric OTs through national and provincial OT associations and licensing organizations, to gather information on assessment and intervention practices related to core academic activities in children with DCD. <b>Findings.</b> A total of 229 OTs completed the survey (170 females, 74%). Occupational Therapies reported assessing or providing intervention for academic activities, most frequently handwriting (96% assessed and 85% intervened), writing (74% and 65%), mathematics (72% and 68%), and reading (66% and 59%). With respect to intervention services, up to 78% of OTs provided direct intervention, compared to 51% for indirect or consultative services. <b>Conclusion.</b> Most Canadian pediatric OTs typically assess and provide intervention for handwriting and, to a lesser extent, other academic activities. These practices vary depending on work setting and experience.</p>\",\"PeriodicalId\":49097,\"journal\":{\"name\":\"Canadian Journal of Occupational Therapy-Revue Canadienne D Ergotherapie\",\"volume\":\" \",\"pages\":\"84174251359768\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2025-07-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Canadian Journal of Occupational Therapy-Revue Canadienne D Ergotherapie\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1177/00084174251359768\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"REHABILITATION\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Canadian Journal of Occupational Therapy-Revue Canadienne D Ergotherapie","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1177/00084174251359768","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"REHABILITATION","Score":null,"Total":0}
Occupational Therapy for Children with DCD and Academic Difficulties: A Pan-Canadian Survey.
Introduction. Children with Developmental Coordination Disorder (DCD) often experience academic challenges. Although children with DCD are frequently referred to Occupational Therapy (OT) to help alleviate some of their motor and functional challenges, the actual practices of OTs regarding academic activities remain underexplored in this group. Objectives. This study aimed to describe the nature and extent of Canadian OT practices regarding academic activities in children with DCD. Methods. A survey was sent to pediatric OTs through national and provincial OT associations and licensing organizations, to gather information on assessment and intervention practices related to core academic activities in children with DCD. Findings. A total of 229 OTs completed the survey (170 females, 74%). Occupational Therapies reported assessing or providing intervention for academic activities, most frequently handwriting (96% assessed and 85% intervened), writing (74% and 65%), mathematics (72% and 68%), and reading (66% and 59%). With respect to intervention services, up to 78% of OTs provided direct intervention, compared to 51% for indirect or consultative services. Conclusion. Most Canadian pediatric OTs typically assess and provide intervention for handwriting and, to a lesser extent, other academic activities. These practices vary depending on work setting and experience.
期刊介绍:
The Canadian Journal of Occupational Therapy was first published in September 1933. Since that time, it has fostered advancement and growth in occupational therapy scholarship. The mission of the journal is to provide a forum for leading-edge occupational therapy scholarship that advances theory, practice, research, and policy. The vision is to be a high-quality scholarly journal that is at the forefront of the science of occupational therapy and a destination journal for the top scholars in the field, globally.