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Kuhaneck H, Bundy A, Fabrizi S, Lynch H, Moore A, Román-Oyola R, Stagnitti K, Waldman-Levi A. Play as Occupation: The State of Our Science and a Research Agenda for the Profession. Am J Occup Ther 2024; 78:7804185150. [PMID: 38861551 DOI: 10.5014/ajot.2024.050824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/13/2024] Open
Abstract
Occupational therapists view play through a unique lens. Considering play as a human occupation, and one to which all people have a right, places occupational therapists among a special group of professionals championing play. This State of the Science article seeks to increase awareness regarding the occupational therapy profession's contributions and to situate those contributions within the larger body of literature on play while also promoting further study of play as an occupation.
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Affiliation(s)
- Heather Kuhaneck
- Heather Kuhaneck, PhD, OTR/L, FAOTA, is Professor and Program Director, Occupational Therapy Program, Recreation, Tourism, and Sports Management Department, Southern Connecticut State University, New Haven;
| | - Anita Bundy
- Anita Bundy, ScD, OT/L, FAOTA, FOTARA, is Professor and Department Head, Department of Occupational Therapy, Colorado State University, Fort Collins
| | - Sarah Fabrizi
- Sarah Fabrizi, PhD, OTR/L, FAOTA, is Associate Professor, Department of Rehabilitation Sciences, Florida Gulf Coast University, Fort Myers
| | - Helen Lynch
- Helen Lynch, PhD, MSc, Dip Montessori, Dip COT, is Co-Coordinator of P4Play and Senior Lecturer, Department of Occupational Science and Occupational Therapy, University College Cork, Ireland
| | - Alice Moore
- Alice Moore, PhD, MScOT, BSc(Hons.)OT, is Research and Impact Lead, The Crann Centre, Cork, Ireland
| | - Rosa Román-Oyola
- Rosa Román-Oyola, PhD, MEd, OTR/L, is Associate Professor, Occupational Therapy Program, University of Puerto Rico, San Juan, Puerto Rico
| | - Karen Stagnitti
- Karen Stagnitti, PhD, BOccThy, GCHE, is Emeritus Professor, School of Health and Social Development, Deakin University, Geelong, Victoria, Australia
| | - Amiya Waldman-Levi
- Amiya Waldman-Levi, PhD, OTR/L, FAOTA, is Clinical Associate Professor and Director of Scholarship and Research, Occupational Therapy Doctorate Program, Yeshiva University, New York
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Wadley C, Stagnitti K. Implementation of Learn to Play Therapy for Children in Special Schools. Am J Occup Ther 2024; 78:7804185030. [PMID: 38917193 DOI: 10.5014/ajot.2024.050434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/27/2024] Open
Abstract
IMPORTANCE Play is the primary occupation in childhood and fundamental to occupational therapy practice. OBJECTIVE To evaluate a play intervention in special school settings. DESIGN Pre- and postinvolvement of a 7-mo play program. SETTING Four special schools in Victoria, Australia, for children with IQs < 70. PARTICIPANTS Thirty-eight children with diagnoses including intellectual disability, autism, and global developmental delay, 7 teachers, 2 speech pathologists, and 2 occupational therapists. INTERVENTION Learn to Play Therapy for 1 hr per week over a 7-mo period. OUTCOMES AND MEASURES Pre-post outcome measures included children's pretend play skills, language, social skills, emotional regulation, and academic competence. RESULTS Mean age of 38 children (15 girls and 23 boys) at baseline was 5 yr 7 mo (SD = 0.46 yr). Results showed significant changes in children's pretend play (p = .03), ability to recall sentences (p = .02), social skills (p = .022), and academic competence (p = .012). Learn to Play had a large effect on children's narrative skills (d = 2.72). At follow-up, object substitution at baseline influenced expressive language (p < .001), narrative mean language utterance (MLU; p = .015), social skills (p < .001), and academic competence (p < .001); elaborate play at baseline plus time influenced social skills (p < .001); and elaborate play at baseline influenced narrative MLU (p =. 016), sentence recall (p = .009), and academic competence (p = .001). CONCLUSIONS AND RELEVANCE Embedding pretend play within practice positively influenced children's language, narrative, social, and academic skills. Plain-Language Summary: This study adds to the limited research on play-based therapy programs in special school settings for children with an IQ of less than 70. Children participated in Learn to Play Therapy, during which an occupational therapist, who has observed and assessed the child's play and understands the child's play abilities, played beside the child. Learn to Play Therapy is a child-centered therapy that is used to increase a child's ability to self-initiate and enjoy pretend play. The positive impacts of supporting the children's pretend play ability were highlighted by increases in their pretend play, language, social skills, academic competence, and narrative language after participating in Learn to Play Therapy in their special schools.
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Affiliation(s)
- Chloe Wadley
- Chloe Wadley, PhD, BOT (Hons), is Lecturer, School of Health and Social Development, Deakin University, Geelong, Victoria, Australia;
| | - Karen Stagnitti
- Karen Stagnitti, PhD, BOccThy, GCHE, is Emeritus Professor, School of Health and Social Development, Deakin University, Geelong, Victoria, Australia
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Pradeau C, Estival S, Postal V, Laurier V, Maugard C, Isner-Horobeti ME, Mourre F, Krasny-Pacini A. A pilot rating system to evaluate the quality of goal attainment scales used as outcome measures in rehabilitation. Neuropsychol Rehabil 2024:1-32. [PMID: 38805592 DOI: 10.1080/09602011.2024.2343150] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Accepted: 04/01/2024] [Indexed: 05/30/2024]
Abstract
Goal Attainment Scaling (GAS) is a method for writing person-centred approach evaluation scales that can be used as an outcome measure in clinical or research settings in rehabilitation. To be used in a research setting, it requires a high methodological quality approach. The aim of this study was to explore the feasibility and reliability of the GAS quality rating system, to ensure that GAS scales used as outcome measures are valid and reliable. Secondary objectives were: (1) to compare goal attainment scores' reliability according to how many GAS levels are described in the scale; and (2) to explore if GAS scorings are influenced by who scores goal attainment. The GAS scales analysed here were set collaboratively by 57 cognitively impaired adults clients and their occupational therapist. Goals had to be achieved within an inpatient one-month stay, during which clients participated in an intervention aimed at improving planning skills in daily life. The GAS quality rating system proved to be feasible and reliable. Regarding GAS scores, interrater reliability was higher when only three of the five GAS levels were described, i.e., "three milestone GAS" (0.74-0.92), than when all five levels were described (0.5-0.88), especially when scored by the clients (0.5 -0.88).
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Affiliation(s)
- Charles Pradeau
- Pôle de Médecine Physique et de Réadaptation, Hôpitaux Universitaires de Strasbourg, Strasbourg, France
- Institut Universitaire de Réadaptation Clemenceau (IURC) Strasbourg, Strasbourg cedex, France
| | - Severine Estival
- Laboratoire Interdisciplinaire des Sciences du Numérique, CNRS, Université Paris-Saclay, Orsay, France
| | - Virginie Postal
- Laboratoire de Psychologie EA4139, Université de Bordeaux, Bordeaux, France
| | | | | | - Marie-Eve Isner-Horobeti
- Pôle de Médecine Physique et de Réadaptation, Hôpitaux Universitaires de Strasbourg, Strasbourg, France
- Institut Universitaire de Réadaptation Clemenceau (IURC) Strasbourg, Strasbourg cedex, France
- Fédération de Médecine Translationnelle de Strasbourg (FMTS), Strasbourg University"Mitochondrie, stress oxydant et protection musculaire", Bordeaux, France
| | - Fabien Mourre
- Hôpital Marin APHP, Unité Prader-Willi, Hendaye, France
| | - Agata Krasny-Pacini
- Pôle de Médecine Physique et de Réadaptation, Hôpitaux Universitaires de Strasbourg, Strasbourg, France
- Institut Universitaire de Réadaptation Clemenceau (IURC) Strasbourg, Strasbourg cedex, France
- Strasbourg Translational Neuroscience and Psychiatry, Inserm, Université de Strasbourg, Strasbourg, France
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Hill PJ, Mcnarry MA, Mackintosh KA, Murray MA, Pesce C, Valentini NC, Getchell N, Tomporowski PD, Robinson LE, Barnett LM. The Influence of Motor Competence on Broader Aspects of Health: A Systematic Review of the Longitudinal Associations Between Motor Competence and Cognitive and Social-Emotional Outcomes. Sports Med 2024; 54:375-427. [PMID: 37989831 PMCID: PMC10933160 DOI: 10.1007/s40279-023-01939-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/18/2023] [Indexed: 11/23/2023]
Abstract
BACKGROUND Motor competence has important developmental associations with aspects of physical health, but there has been no synthesis of longitudinal associations with cognitive and social-emotional health. OBJECTIVES The first aim was to present a conceptual model that positions motor competence as a mediator between physical activity and cognitive and social-emotional outcomes. The second aim was to synthesize the association of motor competence and cognitive and social-emotional development using longitudinal observational and experimental evidence, in particular to (i) identify the role of task, individual, and environmental characteristics in moderating the association between motor and cognitive and social-emotional outcomes and (ii) synthesize the strength of evidence pertaining to domain-specific relationships. METHODS This systematic review was registered with the International Prospective Register of Systematic Reviews (PROSPERO) and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement for reporting systematic reviews and meta-analyses. Five electronic databases (PubMed, Web of Science, Scopus, PsycINFO, and SPORTDiscus) were systematically searched. Following study screening and risk-of-bias assessment by two authors, 49 eligible studies were identified for inclusion and grouped by study design. Evidence for domain-specific paths between motor competence and cognitive and social-emotional outcomes was synthesized by calculating the significant analyses in the hypothesized direction, divided by the total number of analyses for that path. These percentages were then collated for each domain outcome. This collated influence was classified as either no association (0-33%), written as '0', or indeterminate/inconsistent (34-59%), written as '?' If there were fewer than three studies in the domain, the strength of evidence was classified as insufficient (I). RESULTS Of the 49 studies, 35% were able to satisfy six or more of the seven risk-of-bias criteria. Longitudinal observational evidence about domain-specific and global associations of motor competence and cognitive and social-emotional development is indeterminate. The included studies also did not provide evidence for a consistent moderating role of age and sex. Some preliminary experimental evidence does support the role of motor competence in moderating the influence of cognitively enriched physical activity on cognitive outcomes, especially working memory and social-emotional skills. However, too few studies were appropriately designed to acknowledge the moderating role of contextual mechanisms. CONCLUSIONS Between-study heterogeneity means it was not possible to identify definitive domain- and construct-specific relationships between motor competence and cognitive and social-emotional outcomes. To further develop our understanding, it is important that researchers acknowledge the complexity of these relationships within rigorous study designs.
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Affiliation(s)
- Phillip J Hill
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea, SA1 8EN, Wales, UK
| | - Melitta A Mcnarry
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea, SA1 8EN, Wales, UK
| | - Kelly A Mackintosh
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea, SA1 8EN, Wales, UK.
| | - Maeve Aine Murray
- School of Health and Human Performance, Dublin City University, Dublin, D09 F8Y6, Ireland
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome "Foro Italico", Rome, Italy
| | | | - Nancy Getchell
- Developmental Motor Control Laboratory, 157 Human Performance Lab, University of Delaware, 540 S College Ave, Newark, 19713, DE, UK
| | | | - Leah E Robinson
- School of Kinesiology, University of Michigan, SKB 1054; 830 North University, Ann Arbor, MI, 48109-1048, USA
| | - Lisa M Barnett
- Institute for Physical Activity and Nutrition, Faculty of Health, School of Health and Social Development, Deakin University, Building BC, 221 Burwood Hwy, Burwood, Melbourne, 3125, Australia
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Cullen H, Billingham S, St Clair MC. How do children with language disorder perceive their peer interactions? A qualitative investigation. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2024; 9:23969415241275775. [PMID: 39221432 PMCID: PMC11365031 DOI: 10.1177/23969415241275775] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 09/04/2024]
Abstract
Background and aims Peer interaction difficulties are often elevated amongst children with language disorders, yet the mechanisms underlying these difficulties are unclear. Previous research indicates that poor conflict management, social withdrawal, emotion regulation difficulties, and reduced prosocial behavior may contribute to peer interaction difficulties. However, this research often uses adult perspectives, failing to acknowledge child perceptions of these experiences. The present study aimed to qualitatively investigate perceptions of peer interactions from the perspective of children with language disorders. Methods Seven participants aged between 7- and 10-years-old took part. All participants were diagnosed with a language disorder and had language as their primary area of difficulty. Participants were recruited from a specialist language school and via an online database. Semi-structured interviews were conducted, with participants given the choice to answer questions verbally or creatively, using toys or drawing materials. Interview transcripts were analyzed using interpretative phenomenological analysis. Results Participants valued play, conversation, and helping others. They felt that spending time with peers could alleviate loneliness. However, sometimes solitude was needed as social interaction could be overwhelming. Participants found conflict challenging and exhibited difficulties with regulating emotions. Participants relied on running away, retaliation, or asking an adult for help, to resolve conflict. Conclusions and implications The findings suggest that children with language disorders are socially motivated and have relative strengths in displaying prosocial behavior. However, children with language disorders require support to promote positive relationships. This support includes help with making deeper connections with peers, opportunities to spend time alone when needed, and providing adept conflict resolution and emotion regulation strategies.
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Affiliation(s)
- Hannah Cullen
- Department of Language and Communication Science, School of Health and Psychological Sciences, City University of London, London, UK
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Fischer E, Green D, Lygnegård F. Occupation as means and ends in paediatric occupational therapy - A systematic review. Scand J Occup Ther 2023; 30:1181-1198. [PMID: 36947668 DOI: 10.1080/11038128.2023.2188253] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Accepted: 03/03/2023] [Indexed: 03/24/2023]
Abstract
BACKGROUND There is a lack of evidence-based knowledge in paediatric occupational therapy about the effectiveness of interventions using daily activities as a treatment modality in improving children's participation. OBJECTIVE This study aimed to evaluate the effectiveness of occupation-based and occupation-focused interventions in improving participation in everyday occupations for young children with a disability. MATERIAL AND METHODS A systematic review based on Joanna Briggs Institute methodology and critical appraisal tools was conducted. Six databases were searched for quantitative intervention studies aimed at improving participation in everyday occupations of young children with a disability through the use of everyday occupation. RESULTS The search yielded 3732 records, of which 13 studies met inclusion criteria. Ten studies met methodological quality criteria and were included in the synthesis, five randomised controlled trials and five quasi-experimental studies, involving a total of 424 children with a mean age of 6.5 years. The studies were classified into cognitive (n = 5), context-focussed (n = 2) and playgroup interventions (n = 3). Study quality ranged from low to moderate, only one study was rated high quality. CONCLUSIONS AND SIGNIFICANCE Occupation-based and occupation-focused interventions may have a positive effect on participation in everyday occupations for young children with a disability, but study design, risk of bias and insufficient reporting limit confidence in the body of evidence.
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Affiliation(s)
- E Fischer
- School of Health and Welfare, Department of Rehabilitation, Jönköping University, Jönköping, Sweden
| | - D Green
- School of Health and Welfare, Department of Rehabilitation, Jönköping University, Jönköping, Sweden
- CHILD Research Centre, Jönköping University, Jönköping, Sweden
- College of Health Medicine and Life Sciences, Brunel University, London, UK
| | - F Lygnegård
- School of Health and Welfare, Department of Rehabilitation, Jönköping University, Jönköping, Sweden
- CHILD Research Centre, Jönköping University, Jönköping, Sweden
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Karhula ME, Heiskanen T, Salminen AL. Systematic review: Need for high-quality research on occupational therapy for children with intellectual disability. Scand J Occup Ther 2023; 30:261-277. [PMID: 34445921 DOI: 10.1080/11038128.2021.1968947] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
BACKGROUND Enabling participation in everyday life and supporting development are essential goals in occupational therapy of children and young people with intellectual disabilities (ID). OBJECTIVE To gather and evaluate evidence of the effectiveness of occupational therapy interventions for children with ID in terms of participation in everyday life. MATERIAL AND METHODS A literature search conducted using electronic databases (CINAHL, Cochrane Library, PubMed and EMBASE) from January 2000 to May 2020. Methodological quality was assessed using the Joanna Briggs Institute critical appraisal tools. Quality of evidence was critically appraised with the GRADE. RESULTS The search yielded 4741 records, of which 15 studies met the inclusion criteria: 3 randomized controlled trials, 3 case-control studies, 2 case series and 7 case reports. The studies were diverse in quality. The evidence is inconclusive because of the limited amount of methodologically robust studies. CONCLUSIONS AND SIGNIFICANCE Results support the notion that occupational therapy in daily environments for children with ID may enhances participation in everyday activities. Further research with appropriate study designs and outcome measurements is needed. Although the research evidence was limited, the results encourage focussing on occupational therapy for children with ID to enhance participation in school and home environments.
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Affiliation(s)
- Maarit E Karhula
- South-Eastern Finland University of Applied Sciences, Mikkeli, Finland
- Social Insurance Institution of Finland, Helsinki, Finland
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Roberts MA, Abery BH. A person-centered approach to home and community-based services outcome measurement. FRONTIERS IN REHABILITATION SCIENCES 2023; 4:1056530. [PMID: 36817716 PMCID: PMC9929050 DOI: 10.3389/fresc.2023.1056530] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/28/2022] [Accepted: 01/10/2023] [Indexed: 02/04/2023]
Abstract
In the United States, over 2.5 million people with disabilities are recipients of supports through the Center for Medicare and Medicaid Services (CMS) Home and Community-Based Services (HCBS) program. Recent decades have seen a growing focus on providing HCBS in a person-centered manner thereby supporting outcomes that are both important for and to the person. HCBS outcome measurement, however, has not kept pace with advancements in person-centered thinking as it relates to providing supports to people with disabilities. The concept of person-centered outcome measurement has been inadequately defined and is frequently misunderstood including by those in the measurement field. The authors first operationally define person-centered measurement and establish its importance within the context of HCBS and the recent CMS's Final Settings Rule. The important role that person-centered measurement has to play in quality improvement efforts in this area is then explored. A discussion is subsequently provided as to the challenges that are faced in person-centered measurement specific to the disability field. In addition to further conceptualizing and defining this form of measurement, recommendations are provided for moving the field forward.
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Affiliation(s)
- Matthew A. Roberts
- Institute on Community Integration, Rehabilitation Research and Training Center on HCBS Outcome Measurement, University of Minnesota, Minneapolis, United States
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Deniz E, Francis G, Torgerson C, Toseeb U. Parent-mediated play-based interventions to improve social communication and language skills of preschool autistic children: A systematic review and meta-analysis protocol. PLoS One 2022; 17:e0270153. [PMID: 35969530 PMCID: PMC9377609 DOI: 10.1371/journal.pone.0270153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Accepted: 06/06/2022] [Indexed: 11/28/2022] Open
Abstract
Early years interventions have shown to be effective in improving the social communication and language skills of autistic children. Therefore, various play-based interventions have been developed to support those developmental areas of autistic children. Although researchers have previously reported the overall effectiveness of different types of play-based interventions on the social communication and language skills of autistic children, no previous systematic reviews have yet evaluated the effectiveness of parent-mediated play-based interventions in preschool autistic children. The overarching aims of the study will be to (i) report the key characteristics and (ii) synthesise the results of studies evaluating parent-mediated play-based interventions targeting the social communication and language skills of preschool autistic children using experimental designs. A comprehensive search for and screening of the relevant studies published between 2000 and 2021 will be undertaken. To be included, studies will have to (i) use either a randomised control trial or quasi-experimental design, (ii) focus on preschool autistic children aged six years old or younger, (iii) deliver a play-based intervention in non-educational settings, and (iv) include at least one parent as the mediator of the intervention. Data extraction of all included studies will be undertaken using a specially devised template and they will also be assessed for risk of bias using an adapted form from the Cochrane Risk of Bias tool. The overall characteristics of the included studies will be reported and a narrative synthesis of the results of the included studies will be undertaken. A meta-analysis may be performed (if justified) to report the pooled effect size of the parent-mediated play-based interventions on the social communication and language skills of preschool autistic children. Trial registration: The current study protocol was pre-registered with the international prospective register of systematic reviews (PROSPERO: CRD42022302220).
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Affiliation(s)
- Emre Deniz
- Department of Education, University of York, York, United Kingdom
| | - Gill Francis
- Department of Education, University of York, York, United Kingdom
| | - Carole Torgerson
- Department of Education, University of York, York, United Kingdom
| | - Umar Toseeb
- Department of Education, University of York, York, United Kingdom
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Francis G, Deniz E, Torgerson C, Toseeb U. Play-based interventions for mental health: A systematic review and meta-analysis focused on children and adolescents with autism spectrum disorder and developmental language disorder. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2022; 7:23969415211073118. [PMID: 36438159 PMCID: PMC9685160 DOI: 10.1177/23969415211073118] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
BACKGROUND AND AIMS Play-based interventions are used ubiquitously with children with social, communication, and language needs but the impact of these interventions on the mental health of this group of children is unknown. Despite their pre-existing challenges, the mental health of children with developmental language disorder (DLD) and autism spectrum disorder (ASD) should be given equal consideration to the other more salient features of their condition. To this aim, a systematic literature review with meta-analysis was undertaken to assess the impact of play-based interventions on mental health outcomes from studies of children with DLD and ASD, as well as to identify the characteristics of research in this field. METHODS The study used full systematic review design reported to the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines (PRISMA prisma-statement.org) with pre-specified inclusion criteria and explicit, transparent and replicable methods at each stage of the review. The study selection process involved a rigorous systematic search of seven academic databases, double screening of abstracts, and full-text screening to identify studies using randomised controlled trial (RCT) and quasi-experimental (QE) designs to assess mental health outcomes from interventions supporting children with DLD and ASD. For reliability, data extraction of included studies, as well as risk of bias assessments were conducted by two study authors. Qualitative data were synthesised narratively and quantified data were used in the metaanalytic calculation. MAIN CONTRIBUTION A total of 2,882 papers were identified from the literature search which were double screened at the abstract (n = 1,785) and full-text (n = 366) levels resulting in 10 papers meeting the criteria for inclusion in the review. There were 8 RCTs and 2 QEs using 7 named play-based interventions with ASD participants only. Meta-analysis of 5 studies addressing positive mental health outcomes (e.g. positive affect and emotional functioning) found a significant overall intervention effect (Cohen's d = 1.60 (95% CI [0.37, 2.82], p = 0.01); meta-analysis of 6 studies addressing negative mental health outcomes (e.g., negative affect, internalising and externalising problems) found a non-significant overall intervention effect (Cohen's d = 0.04 -0.17 (95% CI [-0.04, 0.51], p = 0.88). CONCLUSIONS A key observation is the diversity of study characteristics relating to study sample size, duration of interventions, study settings, background of interventionists, and variability of specific mental health outcomes. Play-based interventions appear to have a beneficial effect on positive, but not negative, mental health in children with ASD. There are no high quality studies investigating the efficacy of such interventions in children with DLD. IMPLICATIONS This review provides good evidence of the need for further research into how commonly used play-based interventions designed to support the social, communication, and language needs of young people may impact the mental health of children with ASD or DLD.
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Affiliation(s)
| | | | | | - Umar Toseeb
- Umar Toseeb, Department of Education,
University of York, York YO10 5DD.
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11
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Zhao YV, Gibson JL. Solitary symbolic play, object substitution and peer role play skills at age 3 predict different aspects of age 7 structural language abilities in a matched sample of autistic and non-autistic children. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2022; 7:23969415211063822. [PMID: 36458151 PMCID: PMC9706065 DOI: 10.1177/23969415211063822] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
BACKGROUNDS AND AIMS Early symbolic play abilities are closely related to long-term language development for both autistic and non-autistic children, but few studies have explored these relations for different dimensions of pretence and of language. The current study explores carer-reported measures of solitary symbolic play, object substitution and peer role play abilities at age 3, and their respective relations with parent-reported semantics, syntax and narrative abilities at age 7 for both autistic and non-autistic children. METHODS We conducted secondary data analyses exploring links between different aspects of pretence and of language on the Longitudinal Study of Australian Children population cohort. We identified 92 autistic children and used propensity score matching to match them with 92 non-autistic children based on demographic and developmental information such as non-verbal IQ and socioeconomic status. We explored concurrent and longitudinal relations using correlation and regression models. Results: Both correlational and hierarchical regression analyses confirmed the significant effects of age 3 symbolic play abilities in facilitating age 7 semantics, syntax and narrative abilities for autistic children. We found that object substitution held most prominent influence, followed by peer role play and solitary symbolic play. In contrast, for non-autistic children, none of the age 3 symbolic play abilities were significant predictors, whereas socioeconomic status at birth and age 3 language abilities held significant influences on their age 7 semantics, syntax and narrative abilities. Conclusion: We discuss the implications of our findings for play interventions targeting language outcomes.
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Affiliation(s)
| | - Jenny Louise Gibson
- Jenny L. Gibson, Faculty of Education, 184
Hills Road, Cambridge, CB2 8PQ, UK.
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Raja Vora J, Helmi A, Zhan C, Olivares E, Vu T, Wilkey M, Noregaard S, Fitter NT, Logan SW. Influence of a Socially Assistive Robot on Physical Activity, Social Play Behavior, and Toy-Use Behaviors of Children in a Free Play Environment: A Within-Subjects Study. Front Robot AI 2021; 8:768642. [PMID: 34881295 PMCID: PMC8645936 DOI: 10.3389/frobt.2021.768642] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Accepted: 11/01/2021] [Indexed: 11/17/2022] Open
Abstract
Background: Play is critical for children's physical, cognitive, and social development. Technology-based toys like robots are especially of interest to children. This pilot study explores the affordances of the play area provided by developmentally appropriate toys and a mobile socially assistive robot (SAR). The objective of this study is to assess the role of the SAR on physical activity, play behavior, and toy-use behavior of children during free play. Methods: Six children (5 females, Mage = 3.6 ± 1.9 years) participated in the majority of our pilot study's seven 30-minute-long weekly play sessions (4 baseline and 3 intervention). During baseline sessions, the SAR was powered off. During intervention sessions, the SAR was teleoperated to move in the play area and offered rewards of lights, sounds, and bubbles to children. Thirty-minute videos of the play sessions were annotated using a momentary time sampling observation system. Mean percentage of time spent in behaviors of interest in baseline and intervention sessions were calculated. Paired-Wilcoxon signed rank tests were conducted to assess differences between baseline and intervention sessions. Results: There was a significant increase in children's standing (∼15%; Z = -2.09; p = 0.037) and a tendency for less time sitting (∼19%; Z = -1.89; p = 0.059) in the intervention phase as compared to the baseline phase. There was also a significant decrease (∼4.5%, Z = -2.70; p = 0.007) in peer interaction play and a tendency for greater (∼4.5%, Z = -1.89; p = 0.059) interaction with adults in the intervention phase as compared to the baseline phase. There was a significant increase in children's interaction with the robot (∼11.5%, Z = -2.52; p = 0.012) in the intervention phase as compared to the baseline phase. Conclusion: These results may indicate that a mobile SAR provides affordances through rewards that elicit children's interaction with the SAR and more time standing in free play. This pilot study lays a foundation for exploring the role of SARs in inclusive play environments for children with and without mobility disabilities in real-world settings like day-care centers and preschools.
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Affiliation(s)
- Joseline Raja Vora
- Social Mobility Lab, College of Public Health and Human Sciences, Oregon State University, Corvallis, OR, United States
| | - Ameer Helmi
- Collaborative Robotics and Intelligent Systems (CoRIS) Institute, Oregon State University, Corvallis, OR, United States
| | - Christine Zhan
- Collaborative Robotics and Intelligent Systems (CoRIS) Institute, Oregon State University, Corvallis, OR, United States
| | - Eliora Olivares
- Social Mobility Lab, College of Public Health and Human Sciences, Oregon State University, Corvallis, OR, United States
| | - Tina Vu
- Social Mobility Lab, College of Public Health and Human Sciences, Oregon State University, Corvallis, OR, United States
| | - Marie Wilkey
- Social Mobility Lab, College of Public Health and Human Sciences, Oregon State University, Corvallis, OR, United States
| | - Samantha Noregaard
- Social Mobility Lab, College of Public Health and Human Sciences, Oregon State University, Corvallis, OR, United States
| | - Naomi T. Fitter
- Collaborative Robotics and Intelligent Systems (CoRIS) Institute, Oregon State University, Corvallis, OR, United States
| | - Samuel W. Logan
- Social Mobility Lab, College of Public Health and Human Sciences, Oregon State University, Corvallis, OR, United States
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Marwick H, Jarvie K, Cowie H, Johnston L, Hammond-Evans N, Cockayne R. Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice. J Autism Dev Disord 2021; 52:3050-3060. [PMID: 34244915 PMCID: PMC9213294 DOI: 10.1007/s10803-021-05156-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/03/2021] [Indexed: 11/27/2022]
Abstract
A repeated measures single subject design was used to examine the effectiveness of a joint play approach embedded in professional practice, in supporting pretend play for autistic children. Seven autistic children, aged 5–8 years, with a placement within a specialist educational provision, and who demonstrated restricted play, participated in weekly sessions using the Playboxes approach over a period of 3 months. Pre- and post-approach pretend play abilities were assessed using the Symbolic Play Test and the Test of Pretend Play. Every child gained increased age-equivalent scores on the Test of Pretend Play, ranging from + 8 to + 30 months. Pretend Play abilities can support developmental outcomes and incorporation of this approach into regular practice could be of value for autistic children.
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Affiliation(s)
- Helen Marwick
- Faculty of Humanities and Social Sciences, School of Education, Lord Hope Building, University of Strathclyde, 141, St James Road, Glasgow, G4 0LT, UK.
| | - Karena Jarvie
- Psychological Services, Children and Families, City of Edinburgh Council, Edinburgh, UK
| | | | - Lorna Johnston
- Additional Support for Learning Services, Children and Families, City of Edinburgh Council, Edinburgh, UK
| | - Nicola Hammond-Evans
- Additional Support for Learning Services, Children and Families, City of Edinburgh Council, Edinburgh, UK
| | - Rachael Cockayne
- NHS Lothian, Edinburgh, UK
- Nottinghamshire Healthcare NHS Trust, Nottingham, UK
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14
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Laverdure P, Beisbier S. Occupation- and Activity-Based Interventions to Improve Performance of Activities of Daily Living, Play, and Leisure for Children and Youth Ages 5 to 21: A Systematic Review. Am J Occup Ther 2021; 75:7501205050p1-7501205050p24. [PMID: 33399053 DOI: 10.5014/ajot.2021.039560] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
IMPORTANCE The findings support the use of occupation- and activity-based interventions to improve the occupational participation of children and youth with disabilities. OBJECTIVE To examine the effectiveness of occupation- and activity-based interventions to improve participation and performance in activities of daily living (ADLs), play, and leisure in children and youth. DATA SOURCES MEDLINE, PsycINFO, CINAHL, ERIC, OTseeker, and Cochrane Database of Systematic Reviews; reference lists of retrieved articles; and tables of contents of selected journals were searched to identify peer-reviewed studies published between 2000 and 2017. STUDY SELECTION AND DATA COLLECTION Studies addressing occupation- and activity-based interventions and outcomes for children ages 5 to 21 were selected and appraised using Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols guidelines, evaluated for risk of bias, and synthesized to develop practice recommendations. FINDINGS Fifteen Level I (meta-analyses, systematic reviews, and randomized controlled trials), 5 Level II (two groups, nonrandomized), and 3 Level III (one group, pretest-posttest, retrospective) studies were examined and categorized by type of intervention and outcome. Each study used occupation- or activity-based interventions and reported ADL, play, or leisure outcomes. Intervention themes identified include supporting engagement in occupations, supporting participation with cognitive supports, and using technology to support occupational participation and performance. CONCLUSIONS AND RELEVANCE Strong evidence indicates that engagement in occupations and activities, practice within and across environments, and coaching and feedback improve participation and performance in ADLs and functional mobility. Moderate evidence supports the use of collaborative goal setting, modeling, and guided participation in play and leisure. Moderate evidence also supports technological interventions for ADL, play, and leisure performance. WHAT THIS ARTICLE ADDS Engaging children and youth in occupations and activities; providing guidance in goal direction, planning, and feedback to enhance their participation; coaching caregivers in effective carryover; and providing technology-based intervention can improve the occupational participation and performance of children and youth.
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Affiliation(s)
- Patricia Laverdure
- Patricia Laverdure, OTD, OTR/L, BCP, FAOTA, is Assistant Professor and Program Director, Old Dominion University, Norfolk, VA;
| | - Stephanie Beisbier
- Stephanie Beisbier, OTD, OTR/L, is Associate Professor and Professional Entry Program Director, Mount Mary University, Milwaukee, WI
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15
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Koller D, Stoddart K. Approaches that Address Social Inclusion for Children with Disabilities: A Critical Review. CHILD & YOUTH CARE FORUM 2021. [DOI: 10.1007/s10566-020-09589-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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16
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Gibson JL, Pritchard E, de Lemos C. Play-based interventions to support social and communication development in autistic children aged 2-8 years: A scoping review. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2021; 6:23969415211015840. [PMID: 36381525 PMCID: PMC9620698 DOI: 10.1177/23969415211015840] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
BACKGROUND AND AIMS Play is used by practitioners from across disciplinary backgrounds as a natural and enjoyable context for providing intervention and support in early childhood. In the case of autism interventions, many therapies are based on the association between social play and the development of social skills, language development, and communication skills, as these are often particular areas of challenge for autistic children. However, play is a wide-ranging concept and the extant literature on play-based interventions is large and heterogeneous. This means it is challenging for practitioners and families to navigate the evidence base and make choices about differing intervention strategies. This review aims to provide a comprehensive map of the research on this topic and to develop a conceptual framework to inform clinical decision-making. METHODS An initial stakeholder consultation confirmed the relevance of the topic to practitioners and autistic people. A scoping review methodology (preregistered) was used to identify relevant literature. We systematically searched seven databases to find peer-reviewed primary intervention studies of play-based approaches targeting language, social and communication outcomes for autistic children aged 2-8 years. We then summarised the literature using narrative synthesis and Evidence Gap Maps (EGMs). The literature was summarised according to a range of characteristics, including study design, population characteristics, agent of intervention and outcomes measured, among others. These summaries were then used to develop a framework for some key considerations for practitioners appraising play-based approaches. RESULTS 388 studies met inclusion criteria. Approximately 21% of studies were RCTs, and over 50% had ≤10 participants. Over 45% of studies reported multiple relevant outcomes, with social play skills being the most common single intervention target. Girls and minority background groups are under-represented. A range of intervention types were identified, and some high-level categorisations are proposed.Main contribution: On the basis of the evidence synthesis we suggest important dimensions for appraisal of play-based interventions, including the role of play within an intervention (as a context, a key developmental mechanism, or a component of a larger approach), the underpinning philosophy (e.g. behaviourist or developmental), and the role of the practitioner (providing parent feedback, 1:1 intervention, group facilitation). CONCLUSIONS The wide range of approaches uncovered by this review is a testament to the wonderful diversity inherent to both play and autism. However, research could usefully focus on consolidating the evidence base for existing approaches, rather than aiming for further diversification. Implications: The conceptual framework proposed in this review can help practitioners appraise the literature and aid their advice to families when making shared intervention decisions.
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Affiliation(s)
- Jenny L Gibson
- Jenny L Gibson, Play & Communication
Lab, Play in Education Development and Learning Research Centre, Faculty of
Education, University of Cambridge, Cambridge, UK.
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17
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Lucisano RV, Pfeifer LI, Santos JLF, Stagnitti K. Construct validity of the Child-Initiated Pretend Play Assessment-For 3-year-old Brazilian children. Aust Occup Ther J 2020; 68:43-53. [PMID: 32949035 DOI: 10.1111/1440-1630.12697] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Revised: 08/13/2020] [Accepted: 08/15/2020] [Indexed: 11/26/2022]
Abstract
INTRODUCTION Play is an indication of children's development and how they function. In occupational therapy it is regarded as an important occupation of childhood. Assessment of a child's play should be included in the test batteries of occupational therapists, who understand the construct validity of the assessment they have chosen. Our aim was to provide evidence of reliability, internal consistency and hypotheses testing of the construct validity of the cross-culturally adapted version of the Child-Initiated Pretend Play Assessment. METHODS Two hundred typically developing Brazilian children aged 3 years were evaluated individually using the Child-Initiated Pretend Play Assessment. RESULTS The internal consistency showed a Cronbach's alpha coefficient to Percentage of Pretend Play Actions (PEPA) of 0.86 and NOS of 0.81. There were significant differences between the younger children (aged 36-41 months) and the older children (aged 42-47 months) for elaborate play across both conventional-imaginative play (p = .002), symbolic play (p = .012), and the combined score (p = .005). There were significant differences between younger and older girls for elaborate play with symbolic play materials (p = .009) and elaborate play overall (p = .039). There were significant differences between young and older boys for elaborate play with conventional toys (p = .006) and elaborate play overall (p = .025). There were no significant differences for object substitution or imitated actions. CONCLUSION The measurement properties of the cross-culturally adapted version of the Child-Initiated Pretend Play Assessment for 3-year-old Brazilian children identified evidence for response processes, internal structure, with discussion of consequences of testing for 3-year-old Brazilian children.
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Affiliation(s)
| | - Luzia Iara Pfeifer
- Department of Occupational Therapy, Federal University of São Carlos, São Carlos, SP, Brazil
| | - Jair Lício Ferreira Santos
- Department of Social Medicine, Faculty of Medicine of Ribeirao Preto, University of São Paulo, Ribeirão Preto, SP, Brazil
| | - Karen Stagnitti
- Occupational Science and Therapy School of Health and Social Development, Geelong Waterfront Campus, Deakin University, Geelong, Vic., Australia
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18
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Goldingay S, Stagnitti K, Robertson N, Pepin G, Sheppard L, Dean B. Implicit play or explicit cognitive behaviour therapy: The impact of intervention approaches to facilitate social skills development in adolescents. Aust Occup Ther J 2020; 67:360-372. [PMID: 32484952 DOI: 10.1111/1440-1630.12673] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2019] [Revised: 05/06/2020] [Accepted: 05/08/2020] [Indexed: 11/27/2022]
Abstract
INTRODUCTION Early adolescence is a time of increased social interaction with peers. Social competence is related to pretend play ability in younger children, but a lack of pretend play ability in childhood may also be associated with social challenges in early adolescence. Adolescents who find social situations challenging experience alienation from peers resulting in lowered self-regard. This paper presents an exploratory study comparing an Implicit group intervention (age-appropriate play based group (PB)) to an Explicit group intervention Cognitive Behavioural Therapy (CBT) to increase social ability in adolescents. METHODS Six adolescents, three female and three male, were in the Implicit group (PB; mean age 12.3 years, SD = 1.21). Six male adolescents were in the Explicit group (CBT; mean age 13.3 years, SD = 1.03). All participants were assessed pre- and post the 8-week intervention for social competence, cognitive flexibility and narrative ability. The Implicit group (PB) was assessed through an age appropriate play assessment. Seven participants had a formal diagnosis, including autism spectrum disorder, and all were in mainstream high schools. RESULTS The Explicit group (CBT) showed a medium effect for social engagement, total social skills, emotional engagement and a large effect for a decrease in flexible thinking. The Implicit group (PB) showed a large impact for narrative ability with increases in ability to sequence events, initiation and creation of plot, understanding character roles and total movie score, with medium effects for generation of problems, precise vocabulary and use of symbols. The Implicit group (PB) maintained cognitive flexibility, and decreased in social self-scoring which showed medium effects for externalising and internalising. CONCLUSION This paper contributes to evidence that the choice of social skills intervention impacts different skill sets. For neuro-diverse adolescents, the cognitive intervention impacted social and emotional engagement and the play-based intervention impacted a wider range of abilities related to narrative social interaction.
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Affiliation(s)
- Sophie Goldingay
- School of Health and Social Development, Deakin University, Geelong, Vic., Australia
| | - Karen Stagnitti
- School of Health and Social Development, Deakin University, Geelong, Vic., Australia
| | - Narelle Robertson
- School of Health and Social Development, Deakin University, Geelong, Vic., Australia
| | - Genevieve Pepin
- School of Health and Social Development, Deakin University, Geelong, Vic., Australia
| | - Loretta Sheppard
- School of Allied Health, Australian Catholic University, Melbourne, Vic., Australia
| | - Belinda Dean
- School of Nursing and Midwifery, Deakin University, Geelong, Vic., Australia
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19
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Hagarty I, Morgan G. Social-emotional learning for children with learning disabilities: a systematic review. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2020. [DOI: 10.1080/02667363.2020.1742096] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Imogen Hagarty
- Department of Clinical, Educational and Health Psychology, UCL, London, UK
| | - Gavin Morgan
- Department of Clinical, Educational and Health Psychology, UCL, London, UK
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20
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Kuhaneck H, Spitzer SL, Bodison SC. A Systematic Review of Interventions to Improve the Occupation of Play in Children With Autism. OTJR-OCCUPATION PARTICIPATION AND HEALTH 2019; 40:83-98. [PMID: 31642399 DOI: 10.1177/1539449219880531] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Play in children with autism spectrum disorder (ASD) is often atypical, yet consensus regarding effective occupational therapy strategies for improving play is not established. To examine the efficacy of strategies used in occupational therapy to improve play in ASD, authors completed a systematic review of papers from January 1980 through January 2019. Search terms included autism, Asperger's, ASD, autistic in combination with play, playfulness, pretend, imagination, praxis, creativity, and generativity. Twenty papers met inclusion criteria and were reviewed. Reviewed interventions included parent education, modified play materials or environments, imitation of the child, and modeling by an adult, a peer, or video. Moderate to strong support exists for the specific strategies of imitation of the child and modeling for the child, with lesser or mixed support for other strategies. Certain strategies commonly used in occupational therapy may be effective in improving the occupation of play in ASD.
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Affiliation(s)
| | | | - Stefanie C Bodison
- Keck School of Medicine, Pediatrics University of Southern California Los Angeles, USA
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21
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Thompson BN, Goldstein TR. Disentangling pretend play measurement: Defining the essential elements and developmental progression of pretense. DEVELOPMENTAL REVIEW 2019. [DOI: 10.1016/j.dr.2019.100867] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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22
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Santos DM, Lucisano RV, Pfeifer LI. An investigation of the quality of pretend play ability in children with cerebral palsy. Aust Occup Ther J 2018; 66:210-218. [DOI: 10.1111/1440-1630.12539] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/22/2018] [Indexed: 11/29/2022]
Affiliation(s)
| | | | - Luzia Iara Pfeifer
- Department of Neuroscience and Behavioral Sciences Division of Occupational Therapy University of São Paulo São Paulo Brazil
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23
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Delvecchio E, Li JB, Pazzagli C, Lis A, Mazzeschi C. How Do You Play? A Comparison among Children Aged 4-10. Front Psychol 2016; 7:1833. [PMID: 27909423 PMCID: PMC5112229 DOI: 10.3389/fpsyg.2016.01833] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2016] [Accepted: 11/04/2016] [Indexed: 11/22/2022] Open
Abstract
Pretend play has a central role for children's development and psychological well-being. However, there is a paucity of standardized and valid measures specifically devoted to assess the core domains involved in play activities in preschool and primary school children. The Affect in Play Scale-Preschool (4–5 years) and the Affect in Play Scale-Preschool Extended Version (6–10 years) are semi-structured parallel tools designed to explore child's cognitive and affective processes using a standardized play task. The current study administered this 5-min play task to 538 Italian children aged 4–10. The purposes were to compare play abilities in boys vs. girls and in preschool vs. primary school children, to correlate pretend play with divergent thinking and to evaluate the structural validity of the measure along the considered age span. No differences, excepting for Organization, were found between boys and girls, whereas school age children reported higher play abilities then the younger ones. External validity was assessed using correlational analysis with the divergent thinking task (the Alternate Uses Test) for preschoolers and primary school-aged children, in line with findings from Manova. Construct validity, assessed through the Confirmatory Factor Analysis, showed good fits for the two-factor model with cognitive and affective factor for both the Affect in Play Scale-Preschool and its Extended Version. A multi-group factor analysis suggested a partial invariance of the two-factor model across preschool (4–5 years old) and primary school-aged (6–10 years old) children. Results supported the use of the Affect in Play Scale-Preschool and its Extended Version as adequate measures to assess the interplay of cognitive and affective skills in preschool and school age children. The discussion highlights clinical and research implications linked to the possibility to have a unique play task able to assess child's affective and cognitive abilities throughout a quite wide life span (from 4 to 10 years old).
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Affiliation(s)
- Elisa Delvecchio
- Department of Philosophy, Social Sciences and Education, University of Perugia Perugia, Italy
| | - Jian-Bin Li
- Department of Developmental Psychology and Socialization, University of Padova Padova, Italy
| | - Chiara Pazzagli
- Department of Philosophy, Social Sciences and Education, University of Perugia Perugia, Italy
| | - Adriana Lis
- Department of Developmental Psychology and Socialization, University of Padova Padova, Italy
| | - Claudia Mazzeschi
- Department of Philosophy, Social Sciences and Education, University of Perugia Perugia, Italy
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24
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Bancroft SL, Thompson RH, Peters LC, Dozier CL, Harper AM. Behavioral Variability in the Play of Children With Autism and Their Typically Developing Peers. BEHAVIORAL INTERVENTIONS 2015. [DOI: 10.1002/bin.1438] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Stacie L. Bancroft
- New England Center for Children; Southborough MA USA
- Department of Psychology; Western New England University; Springfield MA USA
| | - Rachel H. Thompson
- Department of Psychology; Western New England University; Springfield MA USA
| | - Lindsay C. Peters
- Department of Psychology; Western New England University; Springfield MA USA
| | - Claudia L. Dozier
- Department of Applied Behavioral Science; University of Kansas; Lawrence KS USA
| | - Amy M. Harper
- Department of Applied Behavioral Science; University of Kansas; Lawrence KS USA
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25
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Matsushima K, Kato T. Research on Positive Indicators for Teacher-Child Relationship in Children with Intellectual Disabilities. Occup Ther Int 2015; 22:206-16. [PMID: 26301450 DOI: 10.1002/oti.1400] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2015] [Revised: 06/30/2015] [Accepted: 06/30/2015] [Indexed: 11/08/2022] Open
Abstract
Teacher-child relationships (TCRs) are important factors in socio-emotional development and academic and behavioural outcomes. In Japan, occupational therapists (OTs) work with teachers and children with intellectual disabilities (ID) in school environment considering TCRs. This study aimed to identify positive indicators in TCRs among children with ID. We conducted interviews with 23 Japanese preschool teachers working with children with ID in child development support centres (CDSCs) and used the Delphi method to evaluate and select positive indicators. We obtained 49 positive indicators belonging to 15 conceptual indicators related to TCRs. The indicators that reached a high degree of agreement and consensus seems to be related to more fundamental social interaction aspects. These indicators could be used to enhance collaboration between OTs and teachers in the school environment, including CDSCs. We could not examine differences of positive social aspects depending on diagnostic features. It will be important for future work to examine differences in positive social aspects among children with other diagnostic features. Our findings could contribute to the development of an assessment tool to evaluate positive aspects of teacher-child interactions and their progress.
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Affiliation(s)
- Kanae Matsushima
- Human Health Science, Graduate School of Medicine, Kyoto University, Japan
| | - Toshihiro Kato
- Human Health Science, Graduate School of Medicine, Kyoto University, Japan
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26
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Jansen R, Ceulemans E, Grauwels J, Maljaars J, Zink I, Steyaert J, Noens I. Young children with language difficulties: a dimensional approach to subgrouping. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:4115-4124. [PMID: 24051364 DOI: 10.1016/j.ridd.2013.08.028] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2013] [Revised: 08/12/2013] [Accepted: 08/14/2013] [Indexed: 06/02/2023]
Abstract
A dimensional approach was used to create bottom-up constructed subgroups that captured the behavioral heterogeneity in 36 Dutch-speaking children with language difficulties. Four subgroups were delineated based upon differences in cognitive ability, symbol understanding, joint attention and autism spectrum disorder related characteristics. Children with a different developmental disorder were found within a single cluster. Therefore, the results of this study suggest that bottom-up constructed subgroups might capture the heterogeneous behavioral profiles of young children with developmental difficulties in a more meaningful way. Furthermore, joint attention and symbol understanding seem important skills to assess in young children presenting with language difficulties.
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Affiliation(s)
- Rianne Jansen
- KU Leuven, Parenting and Special Education Research Unit, Belgium; KU Leuven, Leuven Autism Research (LAuRes), Belgium.
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27
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Goal Attainment Scaling in rehabilitation: A literature-based update. Ann Phys Rehabil Med 2013; 56:212-30. [DOI: 10.1016/j.rehab.2013.02.002] [Citation(s) in RCA: 109] [Impact Index Per Article: 9.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2012] [Revised: 01/31/2013] [Accepted: 02/02/2013] [Indexed: 11/23/2022]
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28
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Shabani DB, Lam WY. A REVIEW OF COMPARISON STUDIES IN APPLIED BEHAVIOR ANALYSIS. BEHAVIORAL INTERVENTIONS 2013. [DOI: 10.1002/bin.1361] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Daniel B. Shabani
- Center for Behavior Analysis & Language Development; Santa Monica; CA; USA
| | - Wing Yan Lam
- Department of Psychology; California State University; Los Angeles; CA; USA
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29
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Stagnitti K, O'Connor C, Sheppard L. Impact of the Learn to Play program on play, social competence and language for children aged 5-8 years who attend a specialist school. Aust Occup Ther J 2012; 59:302-11. [DOI: 10.1111/j.1440-1630.2012.01018.x] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/11/2012] [Indexed: 11/29/2022]
Affiliation(s)
- Karen Stagnitti
- School of Health and Social Development; Deakin University; Deakin; Victoria; Australia
| | - Chloe O'Connor
- School of Health and Social Development; Deakin University; Deakin; Victoria; Australia
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