Pub Date : 2023-07-03DOI: 10.1080/19411243.2022.2054485
Zoe Connor, K. Hennessy‐Priest, R. Kneafsey, D. Lycett
ABSTRACT Feeding problems are common in autistic children. They include eating a limited repertoire of foods and often impact on health and quality of life. To examine the experiences of parents of autistic children who have feeding problems, and their service needs. A pragmatic, qualitative research approach was adopted. Six participants were recruited using purposive and snowball sampling. Data was collected via semi-structured interviews. Participants also submitted photographs with captions. These illustrated their child’s feeding problems and the effect on them and their family. Interviews were transcribed. They were analyzed alongside the photos and captions using inductive thematic analysis. Rigor was ensured via member checking, peer review of themes, and reflexive journaling. Five themes emerged. Parents and children found ‘mealtimes difficult.’ Parents were ‘unsure when or whether to pursue help.’ They felt ‘let down by a lack of support.’ ‘Lowered expectations of parents and professionals’ prevailed about their child’s feeding problems. Parents desired ‘services that are easily accessible and supportive.’ This is the first qualitative study of parents’ experiences of feeding problems in autistic children in the UK. It has been the first study to incorporate participatory photography. These problems have a negative impact on the child’s learning and the child’s, and family’s wellbeing. Support needs are largely unmet. This study has provided rich insight into autistic children’s feeding problems. The findings will inform the design of better support for autistic children and their families.
{"title":"Let down by Low Expectations: A Qualitative Interview/participatory Photography Study of Feeding Problems in Autistic Children","authors":"Zoe Connor, K. Hennessy‐Priest, R. Kneafsey, D. Lycett","doi":"10.1080/19411243.2022.2054485","DOIUrl":"https://doi.org/10.1080/19411243.2022.2054485","url":null,"abstract":"ABSTRACT Feeding problems are common in autistic children. They include eating a limited repertoire of foods and often impact on health and quality of life. To examine the experiences of parents of autistic children who have feeding problems, and their service needs. A pragmatic, qualitative research approach was adopted. Six participants were recruited using purposive and snowball sampling. Data was collected via semi-structured interviews. Participants also submitted photographs with captions. These illustrated their child’s feeding problems and the effect on them and their family. Interviews were transcribed. They were analyzed alongside the photos and captions using inductive thematic analysis. Rigor was ensured via member checking, peer review of themes, and reflexive journaling. Five themes emerged. Parents and children found ‘mealtimes difficult.’ Parents were ‘unsure when or whether to pursue help.’ They felt ‘let down by a lack of support.’ ‘Lowered expectations of parents and professionals’ prevailed about their child’s feeding problems. Parents desired ‘services that are easily accessible and supportive.’ This is the first qualitative study of parents’ experiences of feeding problems in autistic children in the UK. It has been the first study to incorporate participatory photography. These problems have a negative impact on the child’s learning and the child’s, and family’s wellbeing. Support needs are largely unmet. This study has provided rich insight into autistic children’s feeding problems. The findings will inform the design of better support for autistic children and their families.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"27 1","pages":"262 - 280"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78517657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-10DOI: 10.1080/19411243.2022.2084206
Kelsey R. Tanis, Jacqueline Erb
ABSTRACT Awareness of executive functioning and its relevance to both occupational participation and special education is expanding. This study describes how school-based occupational therapists address executive functioning in practice and determined if this differs from traditional areas. Fourteen occupational therapists from four districts in Michigan completed the 36-item online survey consisting of closed and open-ended questions. A majority of these participants agreed that executive functioning impacts school function and occupational therapists should address it in school; yet, only 33% provided intervention using this lens and 77% indicated this as the area they feel least prepared to address in school-based practice. Executive function practice significantly differed from handwriting (p < .05), sensory (p < .01), and fine motor competency (p < .01); fine motor and sensory evaluation (p < .05); and handwriting intervention (p < .05). Participants described their role with executive functioning as collaborative, supplemental to enhance participation, and applicable to functional organization tasks. Although some occupational therapists are embracing an occupation-based process explicitly considering executive functioning, a majority need continued education, role clarity, and advocacy to more intentionally align their team’s services with emerging best practice.
{"title":"Executive Functioning in the Schools: Perspectives from Occupational Therapists","authors":"Kelsey R. Tanis, Jacqueline Erb","doi":"10.1080/19411243.2022.2084206","DOIUrl":"https://doi.org/10.1080/19411243.2022.2084206","url":null,"abstract":"ABSTRACT Awareness of executive functioning and its relevance to both occupational participation and special education is expanding. This study describes how school-based occupational therapists address executive functioning in practice and determined if this differs from traditional areas. Fourteen occupational therapists from four districts in Michigan completed the 36-item online survey consisting of closed and open-ended questions. A majority of these participants agreed that executive functioning impacts school function and occupational therapists should address it in school; yet, only 33% provided intervention using this lens and 77% indicated this as the area they feel least prepared to address in school-based practice. Executive function practice significantly differed from handwriting (p < .05), sensory (p < .01), and fine motor competency (p < .01); fine motor and sensory evaluation (p < .05); and handwriting intervention (p < .05). Participants described their role with executive functioning as collaborative, supplemental to enhance participation, and applicable to functional organization tasks. Although some occupational therapists are embracing an occupation-based process explicitly considering executive functioning, a majority need continued education, role clarity, and advocacy to more intentionally align their team’s services with emerging best practice.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"88 1","pages":"330 - 345"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76344485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-25DOI: 10.1080/19411243.2022.2054487
A. Cole
ABSTRACT Handwriting is a key occupation for school-aged children and one of the common reasons for referral to a school-based occupational therapist. There are many interventions offered by school-based occupational therapists and this scoping review aimed to examine specific intervention approaches and compare their mode of service delivery (i.e., direct and/or indirect), recommended dosage (i.e., frequency and duration), embedded theoretical frameworks, and identify if the intervention caused statistically significant changes in a child’s handwriting ability. Eight (8) studies were reviewed (seven Level III; one Level V) identified through a comprehensive database search. Of the eight studies that met the inclusion criteria, five were curriculum-based programs, all of which incorporated task-specific motor learning approaches and showed statistically significant improvement in handwriting (both direct and indirect OT involvement). Two studies reviewed devices (iPad and weighted pencil) and one study did not involve performing handwriting during treatment sessions. The studies reviewing the use of devices and the study where task-specific handwriting was not completed in treatment sessions did not demonstrate statistically significant benefit on improving a child’s handwriting ability. Curriculum-based interventions that have an embedded motor learning practice component, with either direct or indirect involvement from occupational therapy, may have a positive impact on a student’s handwriting ability; however, more rigorous studies need to be completed. The use of devices (i.e., iPad & weighted pencils) to improve handwriting is not currently supported in the literature.
{"title":"Occupational therapy intervention to address handwriting deficit in elementary-aged school children: How to, how much, and how often? A scoping review","authors":"A. Cole","doi":"10.1080/19411243.2022.2054487","DOIUrl":"https://doi.org/10.1080/19411243.2022.2054487","url":null,"abstract":"ABSTRACT Handwriting is a key occupation for school-aged children and one of the common reasons for referral to a school-based occupational therapist. There are many interventions offered by school-based occupational therapists and this scoping review aimed to examine specific intervention approaches and compare their mode of service delivery (i.e., direct and/or indirect), recommended dosage (i.e., frequency and duration), embedded theoretical frameworks, and identify if the intervention caused statistically significant changes in a child’s handwriting ability. Eight (8) studies were reviewed (seven Level III; one Level V) identified through a comprehensive database search. Of the eight studies that met the inclusion criteria, five were curriculum-based programs, all of which incorporated task-specific motor learning approaches and showed statistically significant improvement in handwriting (both direct and indirect OT involvement). Two studies reviewed devices (iPad and weighted pencil) and one study did not involve performing handwriting during treatment sessions. The studies reviewing the use of devices and the study where task-specific handwriting was not completed in treatment sessions did not demonstrate statistically significant benefit on improving a child’s handwriting ability. Curriculum-based interventions that have an embedded motor learning practice component, with either direct or indirect involvement from occupational therapy, may have a positive impact on a student’s handwriting ability; however, more rigorous studies need to be completed. The use of devices (i.e., iPad & weighted pencils) to improve handwriting is not currently supported in the literature.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"10 1","pages":"368 - 381"},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86139140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-17DOI: 10.1080/19411243.2022.2054488
Jennifer Edick, Shirley P O'Brien, Leslie J. Hardman
ABSTRACT Collaborative practices are espoused in the literature as best practice. Following a needs assessment, data indicated that collaborative practices between teachers and occupational therapists were not happening consistently and were in need of improvement. Further research is needed to determine elementary teachers’ perceptions of the value of collaboration with occupational therapists in order to ensure maximum benefit for the students. This study focused on identifying elementary teachers’ perceptions of the value of collaboration with occupational therapists and validating the need for improved occupational therapy supports in the school environment. An anonymous electronic survey approach was used as the data collection method. The invitation to participate and the survey link were distributed to five school administrators, within the chosen geographic area, who forwarded the invitation and survey link to their site’s teaching staff. The survey included nineteen close-ended questions and one open-ended item for additional comments. While the majority of the participants indicated having had students receive occupational therapy services (96.05%), only 36.84% (N = 28) of the participants reported collaborating often with the occupational therapist to address the needs of the students. 73.68% (N = 56) of the participants perceived collaboration with the occupational therapist as valuable for providing effective classroom strategies and having a positive impact on student success. 82.89% of participants reported that more education about school-based occupational therapy would be beneficial. Findings indicated that school-based occupational therapists need to find ways to improve their collaborative practices with teachers. Teachers would like to learn more about the role of occupational therapists and the classroom strategies they can offer.
{"title":"The Value of Collaboration with Occupational Therapists in School Settings: Elementary Teacher Perspectives","authors":"Jennifer Edick, Shirley P O'Brien, Leslie J. Hardman","doi":"10.1080/19411243.2022.2054488","DOIUrl":"https://doi.org/10.1080/19411243.2022.2054488","url":null,"abstract":"ABSTRACT Collaborative practices are espoused in the literature as best practice. Following a needs assessment, data indicated that collaborative practices between teachers and occupational therapists were not happening consistently and were in need of improvement. Further research is needed to determine elementary teachers’ perceptions of the value of collaboration with occupational therapists in order to ensure maximum benefit for the students. This study focused on identifying elementary teachers’ perceptions of the value of collaboration with occupational therapists and validating the need for improved occupational therapy supports in the school environment. An anonymous electronic survey approach was used as the data collection method. The invitation to participate and the survey link were distributed to five school administrators, within the chosen geographic area, who forwarded the invitation and survey link to their site’s teaching staff. The survey included nineteen close-ended questions and one open-ended item for additional comments. While the majority of the participants indicated having had students receive occupational therapy services (96.05%), only 36.84% (N = 28) of the participants reported collaborating often with the occupational therapist to address the needs of the students. 73.68% (N = 56) of the participants perceived collaboration with the occupational therapist as valuable for providing effective classroom strategies and having a positive impact on student success. 82.89% of participants reported that more education about school-based occupational therapy would be beneficial. Findings indicated that school-based occupational therapists need to find ways to improve their collaborative practices with teachers. Teachers would like to learn more about the role of occupational therapists and the classroom strategies they can offer.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"46 1","pages":"313 - 329"},"PeriodicalIF":0.0,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86861753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-17DOI: 10.1080/19411243.2022.2054489
Caicai Chen, Hsiu‐Ching Yang, Meng-Jung Liu, S. Chu, Ling-Yi Lin
ABSTRACT A social skills training has previously resulted in positive improvements in social skills among children and adolescents with autism spectrum disorder (ASD). This pilot study developed a play-based social skills training protocol for first-grade elementary children with ASD in Taiwan and determined its efficacy. Using a single-group pretest-posttest design, this study recruited seven first-grade elementary children with ASD aged 6–7 years. Seven children enrolled in a regular classroom participated in a 12-week play-based social skills training program which was led by an occupational therapist. The improvement of social skills was evaluated by occupational therapists through video coding and goal attainment scales. Caregivers and teachers were asked to complete the communication and socialization domains of the Vineland Adaptive Behavior Scale-Third Edition. The results showed significant improvements in the children’s social skills performance between the pretest and posttest based on video coding and goal attainment scale. Significant improvements in the Vineland Adaptive Behavior Scale-Third Edition growth scale values of receptive and written language subdomains were observed. This study established an intervention protocol for first-grade children with ASD that could be used as a guide by clinical professionals who work with children with ASD who experience problems adapting to elementary school.
{"title":"A Pilot Study on Efficacy of a Play-Based Social Skills Training Group for First-Grade Elementary Children with Autism in Taiwan","authors":"Caicai Chen, Hsiu‐Ching Yang, Meng-Jung Liu, S. Chu, Ling-Yi Lin","doi":"10.1080/19411243.2022.2054489","DOIUrl":"https://doi.org/10.1080/19411243.2022.2054489","url":null,"abstract":"ABSTRACT A social skills training has previously resulted in positive improvements in social skills among children and adolescents with autism spectrum disorder (ASD). This pilot study developed a play-based social skills training protocol for first-grade elementary children with ASD in Taiwan and determined its efficacy. Using a single-group pretest-posttest design, this study recruited seven first-grade elementary children with ASD aged 6–7 years. Seven children enrolled in a regular classroom participated in a 12-week play-based social skills training program which was led by an occupational therapist. The improvement of social skills was evaluated by occupational therapists through video coding and goal attainment scales. Caregivers and teachers were asked to complete the communication and socialization domains of the Vineland Adaptive Behavior Scale-Third Edition. The results showed significant improvements in the children’s social skills performance between the pretest and posttest based on video coding and goal attainment scale. Significant improvements in the Vineland Adaptive Behavior Scale-Third Edition growth scale values of receptive and written language subdomains were observed. This study established an intervention protocol for first-grade children with ASD that could be used as a guide by clinical professionals who work with children with ASD who experience problems adapting to elementary school.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"1 1","pages":"281 - 294"},"PeriodicalIF":0.0,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79574898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-17DOI: 10.1080/19411243.2022.2054486
Lina Ianni, C. Camden, D. Anaby
ABSTRACT Inclusive education is endorsed for children with disabilities or special needs attending school. In inclusive settings, support services by health care professionals are essential to support their integration and participation in school life. Collaboration between school health professionals, such as occupational therapists, and school personnel is fundamental and deemed as evidence-based practice in the provision of such support services and is considered as effective practice. However, there are differing views of what collaboration entails. An accurate measurement and evaluation of collaboration among school teams is important to adjust team processes and teamwork skills, and to best support students. In research, the study and the operationalization of the construct of collaboration among team members should also be carefully considered especially in the selected methodology. In this column, the difficulties and pitfalls with current measures of collaboration in the context of inclusive education between occupational therapists (OTs) and educators are discussed. Available measures of collaboration that may be suitable for research use in the school environment are presented. Finally, potential solutions that may be useful to assess collaborative practices and enhance clinical research in the field of school-based occupational therapy practice are proposed.
{"title":"How can we evaluate collaborative practices in inclusive schools? Challenges and proposed solutions","authors":"Lina Ianni, C. Camden, D. Anaby","doi":"10.1080/19411243.2022.2054486","DOIUrl":"https://doi.org/10.1080/19411243.2022.2054486","url":null,"abstract":"ABSTRACT Inclusive education is endorsed for children with disabilities or special needs attending school. In inclusive settings, support services by health care professionals are essential to support their integration and participation in school life. Collaboration between school health professionals, such as occupational therapists, and school personnel is fundamental and deemed as evidence-based practice in the provision of such support services and is considered as effective practice. However, there are differing views of what collaboration entails. An accurate measurement and evaluation of collaboration among school teams is important to adjust team processes and teamwork skills, and to best support students. In research, the study and the operationalization of the construct of collaboration among team members should also be carefully considered especially in the selected methodology. In this column, the difficulties and pitfalls with current measures of collaboration in the context of inclusive education between occupational therapists (OTs) and educators are discussed. Available measures of collaboration that may be suitable for research use in the school environment are presented. Finally, potential solutions that may be useful to assess collaborative practices and enhance clinical research in the field of school-based occupational therapy practice are proposed.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"18 1","pages":"346 - 367"},"PeriodicalIF":0.0,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86384484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-06DOI: 10.1080/19411243.2022.2048427
JieYi Png, Masne Kadar, Farahiyah Wan Yunus, Wai Wai Yang, Y. Ahmad Rusli, J. H. Abdul Khaiyom
ABSTRACT Sensory processing is an essential development in toddlers. A common sensory measurement tool used by Malaysian occupational therapists is Toddler Sensory Profile 2 (TSP 2). However, the Malay version has yet to be translated and validated for TSP 2 among toddlers in Malaysia. The translation and validation are a necessary process due to cross-cultural differences between English-speaking and Malay-speaking communities. The main aim of this study is to translate and identify the validity and reliability of the Toddler Sensory Profile 2- Malay version (TSP 2-M). This study involved four phases: (I) Forward and backward translations; (II) Content validation by an expert panel; (III) Pre-testing through cognitive interviews; (IV) Internal consistency of psychometric measure through a pilot study. The results showed that the Content Validity Index (I-CVI) for TSP 2-M ranged from .88–1.0, while S-CVI/Ave was .99 and S-CVI/UA was equal to .89. The reliability of TSP 2-M was good with the Cronbach α coefficient .92. The Cronbach α coefficients for each section and quadrant of the TSP 2-M ranged between .66 and.87. Based on the results, this study provided preliminary support for the validity and reliability of the TSP 2-M in Malaysia.
{"title":"Translation, Validity and Reliability of a Malay Version of the Toddler Sensory Profile 2","authors":"JieYi Png, Masne Kadar, Farahiyah Wan Yunus, Wai Wai Yang, Y. Ahmad Rusli, J. H. Abdul Khaiyom","doi":"10.1080/19411243.2022.2048427","DOIUrl":"https://doi.org/10.1080/19411243.2022.2048427","url":null,"abstract":"ABSTRACT Sensory processing is an essential development in toddlers. A common sensory measurement tool used by Malaysian occupational therapists is Toddler Sensory Profile 2 (TSP 2). However, the Malay version has yet to be translated and validated for TSP 2 among toddlers in Malaysia. The translation and validation are a necessary process due to cross-cultural differences between English-speaking and Malay-speaking communities. The main aim of this study is to translate and identify the validity and reliability of the Toddler Sensory Profile 2- Malay version (TSP 2-M). This study involved four phases: (I) Forward and backward translations; (II) Content validation by an expert panel; (III) Pre-testing through cognitive interviews; (IV) Internal consistency of psychometric measure through a pilot study. The results showed that the Content Validity Index (I-CVI) for TSP 2-M ranged from .88–1.0, while S-CVI/Ave was .99 and S-CVI/UA was equal to .89. The reliability of TSP 2-M was good with the Cronbach α coefficient .92. The Cronbach α coefficients for each section and quadrant of the TSP 2-M ranged between .66 and.87. Based on the results, this study provided preliminary support for the validity and reliability of the TSP 2-M in Malaysia.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"107 1","pages":"225 - 237"},"PeriodicalIF":0.0,"publicationDate":"2022-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84259957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-03DOI: 10.1080/19411243.2022.2048428
S. L. de Sam Lazaro, Bonnie R W Riley
ABSTRACT Evidence indicates that universal screening can support academic participation. Response to Intervention (RtI) is a model that has been designed to identify student needs and support them within the academic setting. A focus group was held with 20 school-based occupational therapy practitioners to explore the existing role of occupational therapy within different tiers of intervention and identify barriers and further opportunities for collaborating on interdisciplinary teams. Four themes emerged identifying 1) Developmental, academic, and health-related needs, 2) Key periods for universal screening, 3) Communication and systematic barriers in interdisciplinary collaboration, and 4) Lack of identified roles for occupational therapy practitioners within RtI teams. Findings of the focus group indicate a need for advocacy using data to establish the occupational therapy role across all RtI levels. Through advocacy efforts, role release, and interdisciplinary knowledge sharing opportunities can support students during academic participation.
{"title":"Occupational Therapy within the Response to Intervention Team: Focus Group Identifies Opportunities and Barriers","authors":"S. L. de Sam Lazaro, Bonnie R W Riley","doi":"10.1080/19411243.2022.2048428","DOIUrl":"https://doi.org/10.1080/19411243.2022.2048428","url":null,"abstract":"ABSTRACT Evidence indicates that universal screening can support academic participation. Response to Intervention (RtI) is a model that has been designed to identify student needs and support them within the academic setting. A focus group was held with 20 school-based occupational therapy practitioners to explore the existing role of occupational therapy within different tiers of intervention and identify barriers and further opportunities for collaborating on interdisciplinary teams. Four themes emerged identifying 1) Developmental, academic, and health-related needs, 2) Key periods for universal screening, 3) Communication and systematic barriers in interdisciplinary collaboration, and 4) Lack of identified roles for occupational therapy practitioners within RtI teams. Findings of the focus group indicate a need for advocacy using data to establish the occupational therapy role across all RtI levels. Through advocacy efforts, role release, and interdisciplinary knowledge sharing opportunities can support students during academic participation.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"7 1","pages":"295 - 312"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84929095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-02DOI: 10.1080/19411243.2022.2048429
Anne H. Zachry, Lauren Woods
ABSTRACT This paper describes the application of an integrated theoretical framework that consists of behavioral change models to plan preventative educational programs and target interventions to facilitate parent implementation of tummy time (prone positioning) to promote infant development and prevent flattening of the infant’s skull. A qualitative study design was used to explore tummy time barriers and facilitators and to gain an in-depth understanding of the behaviors that influence tummy time implementation. Twenty-three parent participants completed an open-ended survey designed to gain information on parental perspectives related to tummy time. Data were analyzed using thematic analysis. Physical Capability of the infant and Psychological Capability of the parent, Physical and Social Opportunity, Reflective Motivation, Automatic Motivation, Emotion, Memory, Attention, & Decision Processes, Skills, Environmental Context & Resources, Social Influences, Beliefs about Consequences, Beliefs about Capabilities, and Knowledge are components to target during intervention. Occupational therapists and other healthcare providers can use the comprehensive behavioral change models described in this paper to develop evidence-informed, theory-based interventions to promote parental implementation of tummy time.
{"title":"Using the Theoretical Domains Framework and the Behavior Change Wheel to Design a Tummy Time Intervention","authors":"Anne H. Zachry, Lauren Woods","doi":"10.1080/19411243.2022.2048429","DOIUrl":"https://doi.org/10.1080/19411243.2022.2048429","url":null,"abstract":"ABSTRACT This paper describes the application of an integrated theoretical framework that consists of behavioral change models to plan preventative educational programs and target interventions to facilitate parent implementation of tummy time (prone positioning) to promote infant development and prevent flattening of the infant’s skull. A qualitative study design was used to explore tummy time barriers and facilitators and to gain an in-depth understanding of the behaviors that influence tummy time implementation. Twenty-three parent participants completed an open-ended survey designed to gain information on parental perspectives related to tummy time. Data were analyzed using thematic analysis. Physical Capability of the infant and Psychological Capability of the parent, Physical and Social Opportunity, Reflective Motivation, Automatic Motivation, Emotion, Memory, Attention, & Decision Processes, Skills, Environmental Context & Resources, Social Influences, Beliefs about Consequences, Beliefs about Capabilities, and Knowledge are components to target during intervention. Occupational therapists and other healthcare providers can use the comprehensive behavioral change models described in this paper to develop evidence-informed, theory-based interventions to promote parental implementation of tummy time.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"21 1","pages":"239 - 251"},"PeriodicalIF":0.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77542411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-15DOI: 10.1080/19411243.2022.2037491
Hilary Boucher, D. Carder, S. Schoen
ABSTRACT Sensory over-responsivity in the vestibular domain (aka gravitational insecurity) has been frequently identified in the literature. However, little has been written about the effectiveness of interventions, especially in toddlers with these idiopathic challenges (e.g. without a diagnosis of autism). The objective of this pilot study was to test the feasibility of the methodology and sensitivity of outcome measures for treatment based on the principles of Ayres Sensory Integration and the STAR Frame of Reference for toddlers with vestibular over – responsivity. A single subject design was attempted. Three toddlers with vestibular over responsivity received intervention 1–2 time per week for 15 weeks. Data were collected on a clinic outcome measure (e.g. time on a swing) and a home outcome measure (e.g. protests during diapering). However, baseline data could not be lengthened or staggered to meet the criteria for a multiple baseline study. Preliminary support is provided for the procedures, coding, and feasibility of including a clinic and a home outcome. Data analysis procedures consistent with single subject designs were used to evaluate sensitivity of the measures through an examination of changes in mean level, trend, and variability. Findings suggest this methodology and these outcome measures may be useful in future research; changes were noted in duration of play on a piece of suspended equipment and a reduction in protests during diapering activities at home following an early treatment of toddlers with vestibular over – responsivity. Lessons learned from this study can inform future study of intervention effectiveness for this population.
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