Keith Heyburn, Deb Shaw, Kayla Carbert, Sandy Thompson-Hodgetts
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A Caregiver Knowledge Questionnaire evaluated changes in caregivers' knowledge of sensory processing and strategies. Resources required were based on the total number of hours required for 1:1 versus group-based intervention.</p><p><strong>Results: </strong>Statistically significant and clinically meaningful improvements were found for COPM performance (W = 108, p < .001; EF = 0.95) and satisfaction scores (W = 119.5, p < .001; EF = 0.94) and caregiver knowledge (W = 0.00, p<.001; EF = 1.00). 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引用次数: 0
摘要
目的:描述和评估基于群体的照顾者教育干预的有效性:(1)对识别出的感觉处理困难儿童的功能问题，(2)照顾者对感觉处理的知识和支持孩子的策略，以及(3)所需的资源。方法:95名因感觉处理困难而接受治疗的儿童的照顾者[72%为男性，平均年龄(SD) = 6.0(2.3)岁]参加了一个结构化的、两小时的、以小组为基础的照顾者教育干预，包括教学信息、小组讨论、工作表和书面资源。加拿大职业绩效测量(COPM)绩效和满意度评分评估儿童功能的变化。照护者知识问卷评估照护者感觉加工知识和策略的变化。所需资源基于1:1干预与基于组干预的总小时数。结果:两组患者的COPM性能均有显著改善(W = 108, p < 0.001;EF = 0.95)和满意度评分(W = 119.5, p < 0.001;EF = 0.94)和照顾者知识(W = 0.00, p)。结论:以群体为基础的照顾者教育是治疗师满足需求、提高照顾者感觉加工困难自我效能感的有效途径。
"Sensory in-Service": An Exploratory Evaluation of a Group-Based, Caregiver Intervention for Children with Sensory Processing Difficulties.
Aims: To describe and evaluate the effectiveness of a group-based, caregiver education intervention on: (1) functional concerns for children with identified sensory processing difficulties, (2) caregiver knowledge of sensory processing and strategies to support their child, and (3) resources required.
Methods: Ninety-five caregivers of children referred to therapy because of sensory processing difficulties [72% male, mean age (SD) = 6.0 (2.3) years] participated in a structured, two-hour, group-based, caregiver education intervention, which included didactic information, group discussion, worksheets, and written resources. Canadian Occupational Performance Measure (COPM) performance and satisfaction scores evaluated changes in child function. A Caregiver Knowledge Questionnaire evaluated changes in caregivers' knowledge of sensory processing and strategies. Resources required were based on the total number of hours required for 1:1 versus group-based intervention.
Results: Statistically significant and clinically meaningful improvements were found for COPM performance (W = 108, p < .001; EF = 0.95) and satisfaction scores (W = 119.5, p < .001; EF = 0.94) and caregiver knowledge (W = 0.00, p<.001; EF = 1.00). Group-based intervention used 62% less time than 1:1 intervention.
Conclusions: Group-based, caregiver education can be an effective way for therapists to meet demand and improve caregiver self-efficacy related to sensory processing difficulties.
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