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Skuthan A, Stav W. Profile of Assessments in Pediatric Occupational Therapy Practice. Am J Occup Ther 2023; 77:7705205010. [PMID: 37787974 DOI: 10.5014/ajot.2023.050190] [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: 10/04/2023] Open
Abstract
IMPORTANCE Occupational therapy practice is intended to reflect the core construct of occupation throughout all aspects of service delivery. In pediatric occupational therapy, the evidence examining regularly selected assessment tools and the occupational constructs of those assessment tools is insufficient. OBJECTIVE To examine the assessment tools regularly selected by practicing pediatric occupational therapists and the therapists' classification of assessment tools as occupation-based. DESIGN A cross-sectional quantitative design through the dissemination of an anonymous, close-ended assessment tool inventory with completion of descriptive statistics. SETTING Pediatric occupational therapist practice specific to the assessments used. PARTICIPANTS There were 337 pediatric occupational therapists recruited through targeted sampling via social media. The participants were included if they had provided direct client care to individuals ages of 0 to 21 yr during their career. RESULTS The assessment tools most commonly used by pediatric occupational therapists are the Sensory Profile (86.4%) and the Beery-Buktenica Developmental Test of Visual-Motor Integration (85.2%). The primary assessment tools selected by pediatric occupational therapists were skill-based regardless of years of practice or practice setting. Therapists were unable to correctly classify assessment tools as occupation-based. CONCLUSIONS AND RELEVANCE The limited use of occupation-based assessments in conjunction with decreased recognition of the occupational nature of assessment tools hinders the integration of occupation-based assessment tools across pediatric clinical practice. Pediatric occupational therapists' integration of occupation-based assessment tools is needed to promote the occupational constructs of the profession. What This Article Adds: This article identifies the common assessment tools utilized by pediatric occupational therapists. Additionally, this article brings awareness to the inconsistent identification and integration of occupation-based assessment tools within pediatric clinical practice.
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Affiliation(s)
- Alysha Skuthan
- Alysha Skuthan, PhD, OTR/L, ASDCS, is Auxiliary Adjunct Professor, Division of Occupational Therapy, Shenandoah University, Winchester, VA;
| | - Wendy Stav
- Wendy Stav, PhD, OTR/L, FAOTA, is Professor and Chair, Department of Occupational Science and Occupational Therapy, Saint Louis University, Saint Louis, MO
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Beaudoin AJ, Gagnon M, Ouellette J, Foley V, Couture M, Camden C. [Description of a Pilot Project for Pediatric Occupational Therapy in Daycare and Community Settings]. Can J Occup Ther 2023; 90:34-43. [PMID: 36069023 DOI: 10.1177/00084174221121421] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Background. Occupational therapy interventions that promote and prevent children's health and well-being aim to reduce health inequalities and foster protective factors. The purpose of this study is to describe a pilot community-based occupational therapy project for preschoolers in partnership with community organizations and childcare services. Method. A participatory action research approach was implemented with support from an advisory committee. An occupational therapist provided community-based occupational therapy services in a tiered organization model over one year. Findings. Services were offered in three tiers: 7 awareness workshops for parents and caregivers (Tier 1), 57 visits and 27 consultations in 8 community agencies (Tier 2), and 23 individual follow-ups (Tier 3). Implications. There is an opportunity to implement with community agencies and daycare settings an occupational therapy service based on community-based rehabilitation for children under 5 years of age.
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McQuaid L, Thomson K, Bannigan K. Case study research: Building the occupational therapy evidence base one case at a time. Scand J Occup Ther 2022; 30:435-443. [PMID: 35171068 DOI: 10.1080/11038128.2022.2039758] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
BACKGROUND There is growing recognition in healthcare that evidence from randomised controlled trials may not be appropriate to answer the full spectrum of practice-based questions and a more pluralistic approach is needed. AIM To consider the use of case study research in contributing to the occupational therapy evidence base. MATERIAL AND METHODS A critical discussion of the current state of evidence-based practice in occupational therapy and exploration of a viable approach to case study research is used. RESULTS Case study research can capture the context and complexity of occupational therapy practice. Cases can then be pooled to make a substantial contribution to the evidence base. CONCLUSIONS Occupational therapists should consider the use of case study research to produce practice related, meaningful research. Journal editorial boards need to be mindful of the value of high-quality case study research when considering publication priorities in occupational therapy literature. SIGNIFICANCE Highlights a changing landscape in the literature about how best to conduct research in health and social care, particularly for complex interventions and describes a pragmatic approach to case study research for occupational therapy.
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Affiliation(s)
- Leona McQuaid
- Department of Occupational Therapy Human Nutrition and Dietetics, Glasgow Caledonian University, Glasgow, Scotland
| | - Katie Thomson
- Department of Occupational Therapy Human Nutrition and Dietetics, Glasgow Caledonian University, Glasgow, Scotland
| | - Katrina Bannigan
- Department of Occupational Therapy Human Nutrition and Dietetics, Glasgow Caledonian University, Glasgow, Scotland
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Hojati Abed E, Shafaroodi N, Akbarfahimi M, Zareiyan A, Parand A. Effect of occupational therapy on self-determination skills of adolescents at risk of emotional and behavioral disorders: A randomized controlled trial. Med J Islam Repub Iran 2021; 35:57. [PMID: 34268245 PMCID: PMC8271275 DOI: 10.47176/mjiri.35.57] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2020] [Indexed: 11/09/2022] Open
Abstract
Background: Self-determination skills enable to support an individual’s needs and make decisions to function independently. Improvement of self-determination skills has had a positive result for adolescents at risk of Emotional and Behavioral Disorders (EBD). The aim of this study was to investigate the effect of occupational therapy interventions on the self-determination skills of adolescent girls at risk of emotional-behavioral disorders.
Methods: In this single-blind control trial study, 14-16-years-old girl students (n=54) at risk of EBD were recruited by cluster sampling from secondary high schools of Tehran, Iran. Youth self-report Questionnaire (YSR) was used to include adolescents at risk of EBD in the study and were randomized into the intervention (n=27) and control group (n=27) by block randomization. The Student Self-Determination Scale (SDSS) and the Self-determination Parent Perception Scale (SDPPS) were used to collect data. Students in the intervention group participated in 8 – once a week- sessions of occupational therapy and the control group received no training. Data were analyzed by repeated-measures analysis of variance (RMANOVA), Bonferroni test and SPSS 16.0 version. The significance level was set at 0.05.
Results: The score of self-determinations (SDSS) increased significantly in the intervention group after the intervention (p<0.001). Although the mean scores of self-determination at follow-up have increased in the intervention group compared to the post-test. No significant differences were found (p>0.05); also, the score of parents' perception of student self-determination (SDPPS) increased but there were not significantly different (p=0.064).
Conclusion: The findings indicated self-determination skills could be taught to adolescents at risk of EBD in OT sessions. Since self-determination has been identified as the necessary skills for adolescents at-risk to transition into adulthood, occupational therapists have an important role in promoting self-determination skills in adolescents at risk of EBD.
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Affiliation(s)
- Elahe Hojati Abed
- Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Narges Shafaroodi
- Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Malahat Akbarfahimi
- Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Armin Zareiyan
- Department of Community Health, School of Nursing, AJA University of Medical Sciences, Tehran, Iran
| | - Akram Parand
- School of Psychology, Tehran University, Tehran, Iran
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Silverman F, Knight C, Grasso A. Efficacy of an Intervention to Teach Zippering: A Two-Group Control Study. Am J Occup Ther 2021; 75:7502205010p1-7502205010p9. [PMID: 33657343 DOI: 10.5014/ajot.2021.043190] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
IMPORTANCE Engaging and pulling up a zipper is a functional skill needed by young children. OBJECTIVE To compare the efficacy of a standard zippering teaching vest presented with general verbal prompts to a modified zippering teaching vest presented with a related story and vocabulary among typically developing preschoolers. DESIGN An experimental, two-group, pre-post design. SETTING A local preschool. PARTICIPANTS Fifty preschoolers ages 3 yr, 6 mo to 4 yr, 11 mo were recruited. INTERVENTION Eligible children received three zippering practice sessions from occupational therapy and speech-language pathology graduate students supervised by faculty; either a standard (control group) or modified (comparison group) zippering teaching vest was used. OUTCOMES AND MEASURES Individual sessions were video recorded. We coded data using a score of 2, 1, or 0, indicating degree of success through seven zippering steps. Using IBM SPSS Statistics (Version 26) for analysis, we conducted independent t tests to compare measures between the two groups. RESULTS Each cohort consisted of 14 preschoolers (N = 28); 252 separate zippering trials were analyzed. Pretrial zippering ability demonstrated no initial differences. Results indicate that both groups advanced their skills with added practice; however, the comparison group performed statistically significantly better than the control group, beginning with the second set of interventions. CONCLUSIONS AND RELEVANCE Beginning with a second exposure to a novel instructional method, preschoolers increased their success by completing more of the seven identified steps of zippering than those receiving traditional input. This study demonstrates the ability of occupational therapy-speech-language pathology partnerships to create innovative treatments that facilitate occupationally based skill acquisition. WHAT THIS ARTICLE ADDS This article adds evidence supporting the use of a modified practice zippering vest with added visual and language cues to teach zippering skills to occupational therapy clients.
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Affiliation(s)
- Fern Silverman
- Fern Silverman, EdD, OTR/L, is Associate Professor, Department of Occupational Therapy, Salus University, Elkins Park, PA;
| | - Carrie Knight
- Carrie Knight, PhD, CCC-SLP, SLP (C), is Assistant Professor, Department of Speech-Language Pathology, Louisiana Tech University, Ruston
| | - Anna Grasso
- Anna Grasso, MS, OTR/L, CAPS, is Academic Fieldwork Coordinator and Assistant Professor, Department of Occupational Therapy, Salus University, Elkins Park, PA
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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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DOĞRU H, DURSUN OB, ÖZTEKİN N. Should children with sub-threshold ADHD predominantly inattentive subtype (ADHD-I) symptoms be treated with Sensory ıntegration therapy? A case-control study. KONURALP TIP DERGISI 2020. [DOI: 10.18521/ktd.709847] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
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Houtrow A, Murphy N, Kuo DZ, Apkon S, Brei TJ, Davidson LF, Davis BE, Ellerbeck KA, Hyman SL, Leppert MO, Noritz GH, Stille CJ, Yin L. Prescribing Physical, Occupational, and Speech Therapy Services for Children With Disabilities. Pediatrics 2019; 143:peds.2019-0285. [PMID: 30910917 DOI: 10.1542/peds.2019-0285] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Pediatric health care providers are frequently responsible for prescribing physical, occupational, and speech therapies and monitoring therapeutic progress for children with temporary or permanent disabilities in their practices. This clinical report will provide pediatricians and other pediatric health care providers with information about how best to manage the therapeutic needs of their patients in the medical home by reviewing the International Classification of Functioning, Disability and Health; describing the general goals of habilitative and rehabilitative therapies; delineating the types, locations, and benefits of therapy services; and detailing how to write a therapy prescription and include therapists in the medical home neighborhood.
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Affiliation(s)
- Amy Houtrow
- Department of Physical Medicine and Rehabilitation and Pediatrics, University of Pittsburgh, Pittsburgh, Pennsylvania; and
| | - Nancy Murphy
- Division of Pediatric Physical Medicine and Rehabilitation, Department of Pediatrics, University of Utah, Salt Lake City, Utah
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DeSerisy M, Hirsch E, Roy AK. The Contribution of Sensory Sensitivity to Emotional Lability in Children with ADHD Symptoms. EVIDENCE-BASED PRACTICE IN CHILD AND ADOLESCENT MENTAL HEALTH 2019; 4:319-327. [PMID: 33033744 DOI: 10.1080/23794925.2019.1647122] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Emotional lability and sensory sensitivity have been shown to contribute to the overall clinical picture in children with attention deficit hyperactivity disorder (ADHD; Dunn & Bennett, 2002; Sobanski et al., 2010). Further, both of these characteristics have been individually demonstrated to contribute to poorer quality of life, increased functional impairment, and poorer treatment response (Anastopoulos et al., 2010; Boterberg & Warreyn, 2016). However, to date, no study has evaluated the relationship among all three of these factors. The current study hypothesized that increased sensory sensitivity would moderate the relationship between hyperactive/impulsive symptoms of ADHD and emotional lability in youth. Results indicate that heightened sensory sensitivity strengthens the relationship between hyperactive/impulsive symptoms of ADHD and emotional lability in children with three or more clinically impairing ADHD symptoms. This dimensional approach was taken in accordance with growing evidence that even children with sub-threshold ADHD experience significant functional impairment and high rates of sensory sensitivity (Hong et al., 2014). These findings suggest that clinicians treating children with ADHD symptoms and emotional lability should consider assessing for sensory sensitivity as integration of multi-sensory techniques or referral to concurrent occupational therapy may significantly improve treatment outcomes and quality of life for these children and their families.
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Affiliation(s)
- Mariah DeSerisy
- Department of Psychology, Fordham University, Bronx, N.Y., USA
| | - Emily Hirsch
- Department of Psychology, Fordham University, Bronx, N.Y., USA
| | - Amy Krain Roy
- Department of Psychology, Fordham University, Bronx, N.Y., USA.,Department of Child and Adolescent Psychiatry, NYU Langone School of Medicine, New York, N.Y., USA
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Bowyer P, Moore CC, Tiongco CG, Tkach MM, Thom C. Perspectives of occupational therapists on the challenges of early intervention practice: A pilot study. JOURNAL OF OCCUPATIONAL THERAPY, SCHOOLS, & EARLY INTERVENTION 2017. [DOI: 10.1080/19411243.2016.1257966] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Patricia Bowyer
- PhD-OT Program, School of Occupational Therapy, Texas Woman’s University, Houston, Texas
| | - Cary C. Moore
- PhD-OT Program, School of Occupational Therapy, Texas Woman’s University, Houston, Texas
| | - Cynthia G. Tiongco
- PhD-OT Program, School of Occupational Therapy, Texas Woman’s University, Houston, Texas
| | - Melanie M. Tkach
- PhD-OT Program, School of Occupational Therapy, Texas Woman’s University, Houston, Texas
| | - Carly Thom
- PhD-OT Program, School of Occupational Therapy, Texas Woman’s University, Houston, Texas
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Kreider CM, Bendixen RM, Mann WC, Young ME, McCarty C. Mixed-Method Exploration of Social Network Links to Participation. OTJR-OCCUPATION PARTICIPATION AND HEALTH 2015; 35:151-9. [PMID: 26594737 PMCID: PMC4659346 DOI: 10.1177/1539449215578650] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The people who regularly interact with an adolescent form that youth's social network (SN), which may impact participation. We investigated the relationship of SNs to participation using personal network analysis and individual interviews. The sample included 36 youth, aged 11 to 16 years. Nineteen had diagnoses of learning disability, attention disorder, or high-functioning autism, and 17 were typically developing. Network analysis yielded 10 network variables, of which 8 measured network composition and 2 measured network structure, with significant links to at least I measure of participation using the Children's Assessment of Participation and Enjoyment (CAPE). Interviews from youth in the clinical group yielded description of strategies used to negotiate social interactions, as well as processes and reasoning used to remain engaged within SNs. Findings contribute to understanding the ways SNs are linked to youth participation and suggest the potential of SN factors for predicting rehabilitation outcomes.
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Affiliation(s)
- Consuelo M. Kreider
- Department of Occupational Therapy, University of Florida, PO Box 100164, Gainesville, FL
| | - Roxanna M. Bendixen
- Occupational Therapy, University of Pittsburg, 5025 Forbes Tower, Pittsburg, PA, 15260, 412-383-6603,
| | - William C. Mann
- Department of Occupational Therapy, University of Florida, PO Box 100164, Gainesville, FL 32610-0164, 352-273-6817,
| | - Mary Ellen Young
- Department of Behavioral Science and Community Health, University of Florida, P.O. Box 100175 Gainesville, Florida 32610, 352-273-6745,
| | - Christopher McCarty
- Health Services Research Management & Policy, University of Florida, Suite 156, Ayers Building, 720 SW 2nd Ave. University of Florida Gainesville, Florida 32611, 352-392-2908,
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