Pub Date : 2020-06-22DOI: 10.1080/19411243.2020.1768999
Alexia E. Metz, Michelle DeMarco, A. Khalsa, Natalie Kreuz, Rebecca Stock, Alicia Westfall
ABSTRACT Seating that allows movement is commonly suggested to enhance postural activation, attention, and behavior. The study examined the effects of ball chair seating on legibility, student behavior, and classroom productivity. In two consecutive years, in an ABAB design, first grade students alternated by weeks between standard seating (A phases) and ball chairs (B phases) during math class. Parents provided informed consent for student to be included in analysis (11/16 Year 1; 19/25 Year 2). There were significant decreases in legibility across the phases of this study (p <.001). Time in Seat was greater in each of the B phases compared to the first A phase (p <.001). There were no significant differences in the proportion of instructions followed (p =.564). There were differences in undesired behaviors: each switch to ball chairs was accompanied by a nonsignificant decrease in undesired behaviors, but the increase in undesired behaviors switching back to standard chairs was significant (p =.004). There was no difference in the proportion of time spent productively (p =.723). The effect on legibility suggests that if the desired outcome is improved legibility, using ball chairs may not serve as an effective intervention. The effects on behavior suggest that implementing a classroom-wide alternative seating intervention may have moderate, reversible positive effect. The effect on productivity suggests that ball chairs do not disrupt, nor enhance, classroom efficiency.
{"title":"The Effects of Ball Chair Seating during an Instructional Period in First Grade Classrooms","authors":"Alexia E. Metz, Michelle DeMarco, A. Khalsa, Natalie Kreuz, Rebecca Stock, Alicia Westfall","doi":"10.1080/19411243.2020.1768999","DOIUrl":"https://doi.org/10.1080/19411243.2020.1768999","url":null,"abstract":"ABSTRACT Seating that allows movement is commonly suggested to enhance postural activation, attention, and behavior. The study examined the effects of ball chair seating on legibility, student behavior, and classroom productivity. In two consecutive years, in an ABAB design, first grade students alternated by weeks between standard seating (A phases) and ball chairs (B phases) during math class. Parents provided informed consent for student to be included in analysis (11/16 Year 1; 19/25 Year 2). There were significant decreases in legibility across the phases of this study (p <.001). Time in Seat was greater in each of the B phases compared to the first A phase (p <.001). There were no significant differences in the proportion of instructions followed (p =.564). There were differences in undesired behaviors: each switch to ball chairs was accompanied by a nonsignificant decrease in undesired behaviors, but the increase in undesired behaviors switching back to standard chairs was significant (p =.004). There was no difference in the proportion of time spent productively (p =.723). The effect on legibility suggests that if the desired outcome is improved legibility, using ball chairs may not serve as an effective intervention. The effects on behavior suggest that implementing a classroom-wide alternative seating intervention may have moderate, reversible positive effect. The effect on productivity suggests that ball chairs do not disrupt, nor enhance, classroom efficiency.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"48 1","pages":"395 - 409"},"PeriodicalIF":0.0,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85435277","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 : 2020-06-08DOI: 10.1080/19411243.2020.1776187
G. F. Frolek Clark, Jean Polichino
ABSTRACT Occupational therapy practitioners working in school settings must articulate their distinct value in supporting student participation and educational performance. Using a systems-level practice, they weave their knowledge and skills as leaders at the district-, building-, classroom-, and student-levels to achieve “health, well-being, and participation in life through occupation” (AOTA, 2014, pS2). Evidence-guided practices indicate should practitioners should focus on embedding services within the classroom to enhance the student’s participation and engagement in the natural routines of their environment is essential. To enhance the utilization of the participation focus by practitioners, examples of practice strategies in evaluation and intervention are provided, as well as vignettes comparing strategies with an impairment and remediation focus to a participation and performance focus to an impairment and remediation focused strategies are discussed.
{"title":"School Occupational Therapy: Staying Focused on Participation and Educational Performance","authors":"G. F. Frolek Clark, Jean Polichino","doi":"10.1080/19411243.2020.1776187","DOIUrl":"https://doi.org/10.1080/19411243.2020.1776187","url":null,"abstract":"ABSTRACT Occupational therapy practitioners working in school settings must articulate their distinct value in supporting student participation and educational performance. Using a systems-level practice, they weave their knowledge and skills as leaders at the district-, building-, classroom-, and student-levels to achieve “health, well-being, and participation in life through occupation” (AOTA, 2014, pS2). Evidence-guided practices indicate should practitioners should focus on embedding services within the classroom to enhance the student’s participation and engagement in the natural routines of their environment is essential. To enhance the utilization of the participation focus by practitioners, examples of practice strategies in evaluation and intervention are provided, as well as vignettes comparing strategies with an impairment and remediation focus to a participation and performance focus to an impairment and remediation focused strategies are discussed.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"55 1","pages":"19 - 26"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87380690","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 : 2020-05-31DOI: 10.1080/19411243.2020.1769001
Emily Lugton, T. Brown, K. Stagnitti
ABSTRACT It is important for assessments used by occupational therapists to have documented evidence of their validity. This adds to the knowledge about what specific factors assessments measure and inform their utility for use in clinical practice by occupational therapists. The convergent validity between the Children’s Assessment of Participation and Enjoyment & Preferences for Activities of Children (CAPE/PAC), Kid Play Profile (KiPP), and Pediatric Activity Card Sort (PACS) was investigated. This will address gaps in the current body of psychometric evidence related to these three participation-focused, child self-reported measures of children’s play and activity interests. Fifty Australian children without disabilities (x̅ age 8.54 ± 2.04 years; 64% female) completed the CAPE/PAC, KiPP, and PACS. Data were analyzed using Spearman Rho correlations with bootstrapping. Several significant low to moderate level correlations (rs = 0.280, p < .05 to rs = 0.552, p < .01) were found between the scale domains of the CAPE, PAC, KiPP, and PACS. Evidence of the convergent validity between the CAPE/PAC, KiPP, and PACS was established. This indicates that the three measures appear to measure several similar play and activity interest factors. Given the differences between the CAPE/PAC, KiPP, and PACS in the mode of administration, time needed to complete, purchase costs and profile of score results obtained, the convergent evidence provides additional information for occupational therapists toward making informed decisions about the most appropriate assessment(s) to potentially use. Further validity research is recommended.
对于职业治疗师使用的评估来说，有文件证据证明其有效性是很重要的。这增加了对具体因素评估测量的知识，并告知他们在临床实践中由职业治疗师使用的效用。研究了儿童参与、儿童活动享受与偏好评价量表(CAPE/PAC)、儿童游戏量表(KiPP)和儿童活动卡片分类量表(PACS)的收敛效度。这将解决目前与这三种以参与为中心、儿童自我报告的儿童游戏和活动兴趣测量方法相关的心理测量证据中的空白。50名澳大利亚无残疾儿童(x′年龄8.54±2.04岁;(64%为女性)完成了CAPE/PAC、KiPP和PACS。数据分析采用Spearman Rho相关与bootstrapping。在CAPE、PAC、KiPP和PACS的量表域之间发现了几个显著的低至中等水平相关性(rs = 0.280, p < 0.05至rs = 0.552, p < 0.01)。建立了CAPE/PAC、KiPP和PACS之间趋同效度的证据。这表明这三种测量方法似乎测量了几个相似的游戏和活动兴趣因素。考虑到CAPE/PAC、KiPP和PACS在管理模式、完成所需时间、购买成本和获得的评分结果方面的差异，趋同证据为职业治疗师提供了额外的信息，有助于他们做出最合适的评估决策。建议进一步进行效度研究。
{"title":"Convergent Validity between Three Self-Report Measures of Children’s Play and Activity Interests","authors":"Emily Lugton, T. Brown, K. Stagnitti","doi":"10.1080/19411243.2020.1769001","DOIUrl":"https://doi.org/10.1080/19411243.2020.1769001","url":null,"abstract":"ABSTRACT It is important for assessments used by occupational therapists to have documented evidence of their validity. This adds to the knowledge about what specific factors assessments measure and inform their utility for use in clinical practice by occupational therapists. The convergent validity between the Children’s Assessment of Participation and Enjoyment & Preferences for Activities of Children (CAPE/PAC), Kid Play Profile (KiPP), and Pediatric Activity Card Sort (PACS) was investigated. This will address gaps in the current body of psychometric evidence related to these three participation-focused, child self-reported measures of children’s play and activity interests. Fifty Australian children without disabilities (x̅ age 8.54 ± 2.04 years; 64% female) completed the CAPE/PAC, KiPP, and PACS. Data were analyzed using Spearman Rho correlations with bootstrapping. Several significant low to moderate level correlations (rs = 0.280, p < .05 to rs = 0.552, p < .01) were found between the scale domains of the CAPE, PAC, KiPP, and PACS. Evidence of the convergent validity between the CAPE/PAC, KiPP, and PACS was established. This indicates that the three measures appear to measure several similar play and activity interest factors. Given the differences between the CAPE/PAC, KiPP, and PACS in the mode of administration, time needed to complete, purchase costs and profile of score results obtained, the convergent evidence provides additional information for occupational therapists toward making informed decisions about the most appropriate assessment(s) to potentially use. Further validity research is recommended.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"149 1","pages":"374 - 394"},"PeriodicalIF":0.0,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91069189","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 : 2020-05-26DOI: 10.1080/19411243.2020.1769000
Amy Watson-Grace, Ingrid M Provident
ABSTRACT Brief coordinative movement breaks increase student attention and should be implemented by school-based occupational therapists to support the occupational potential of all students. Inattention is one of the most common reasons for student referrals to special education. Decreased physical activity is a contributing factor, yet movement opportunities are declining in schools. Despite these trends and the call from AOTA to support health promotion and prevention for all, 1:1 occupational therapy focusing on students identified with handwriting deficits continue to be prevalent in school-based practice. To remain a relevant service and keep pace with changing trends in special education and best practice, occupational therapists must broaden their scope to address inattention. This study explored Bal-A-Vis-X as an inclusive coordinative exercise intervention and found that 10-minutes of Bal-A-Vis-X twice per week for eight weeks improved attention in sixth grade students from d2 Test of Attention pretest to posttests. Immediate posttest improvements were statistically significant for processing speed (TN, t(27) = −7.27, p <.001), focused attention (TN-E, t(27) = −9.85, p <.001), concentration performance (CP, t(27) = −7.90, p <.001), and accuracy (E%, t(27) = 1.72, p = .048). Delayed posttesting was completed 90-minutes after the intervention with statistically significant improvements in processing speed (TN, t(21) = −10.37, p <.001), focused attention (TN-E, t(21) = −12.59, p <.001), concentration performance (CP, t(21) = −11.28, p <.001), and accuracy (E%, t(21) = 2.62, p = .008).
摘要:短暂的协调运动间歇可以提高学生的注意力，应由学校职业治疗师实施，以支持所有学生的职业潜力。注意力不集中是学生转介到特殊教育的最常见原因之一。体育活动减少是一个因素，但学校的运动机会正在减少。尽管有这些趋势和AOTA呼吁支持所有人的健康促进和预防，但在学校实践中，以确定有书写缺陷的学生为重点的1:1职业治疗仍然普遍存在。为了保持相关的服务，跟上特殊教育和最佳实践的变化趋势，职业治疗师必须扩大他们的范围，以解决注意力不集中的问题。本研究探索了Bal-A-Vis-X作为一种包容性的协调运动干预，并发现每周两次10分钟的Bal-A-Vis-X在八周内改善了六年级学生从d2注意力测试前到后测试的注意力。在处理速度(TN, t(27) = - 7.27, p <.001)、注意力集中(TN-E, t(27) = - 9.85, p <.001)、注意力集中表现(CP, t(27) = - 7.90, p <.001)和准确度(E%， t(27) = 1.72, p = .048)方面，测试后立即改善具有统计学意义。延迟后测在干预后90分钟完成，处理速度(TN, t(21) = - 10.37, p <.001)、注意力集中(TN-E, t(21) = - 12.59, p <.001)、注意力集中表现(CP, t(21) = - 11.28, p <.001)和准确率(E%， t(21) = 2.62, p = .008)有统计学意义的改善。
{"title":"Improving Selective Attention for All Students with Coordinative Bal-A-Vis-X Movement Breaks: A Pilot Study","authors":"Amy Watson-Grace, Ingrid M Provident","doi":"10.1080/19411243.2020.1769000","DOIUrl":"https://doi.org/10.1080/19411243.2020.1769000","url":null,"abstract":"ABSTRACT Brief coordinative movement breaks increase student attention and should be implemented by school-based occupational therapists to support the occupational potential of all students. Inattention is one of the most common reasons for student referrals to special education. Decreased physical activity is a contributing factor, yet movement opportunities are declining in schools. Despite these trends and the call from AOTA to support health promotion and prevention for all, 1:1 occupational therapy focusing on students identified with handwriting deficits continue to be prevalent in school-based practice. To remain a relevant service and keep pace with changing trends in special education and best practice, occupational therapists must broaden their scope to address inattention. This study explored Bal-A-Vis-X as an inclusive coordinative exercise intervention and found that 10-minutes of Bal-A-Vis-X twice per week for eight weeks improved attention in sixth grade students from d2 Test of Attention pretest to posttests. Immediate posttest improvements were statistically significant for processing speed (TN, t(27) = −7.27, p <.001), focused attention (TN-E, t(27) = −9.85, p <.001), concentration performance (CP, t(27) = −7.90, p <.001), and accuracy (E%, t(27) = 1.72, p = .048). Delayed posttesting was completed 90-minutes after the intervention with statistically significant improvements in processing speed (TN, t(21) = −10.37, p <.001), focused attention (TN-E, t(21) = −12.59, p <.001), concentration performance (CP, t(21) = −11.28, p <.001), and accuracy (E%, t(21) = 2.62, p = .008).","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"20 1","pages":"420 - 442"},"PeriodicalIF":0.0,"publicationDate":"2020-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86265477","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 : 2020-04-22DOI: 10.1080/19411243.2020.1751768
Anne H. Zachry, Reagan Arnwine, A. Garrett
ABSTRACT Occupational therapists use a variety of approaches during intervention to address handwriting legibility, including therapeutic practice, sensorimotor approaches, and practice using iPad apps. The purpose of this pilot study was to compare the effectiveness of three interventions implemented in small groups to improve handwriting legibility: handwriting practice on iPad apps alone, handwriting practice using iPads combined with a traditional OT multisensory approach, or a traditional OT multisensory approach alone with handwriting practice. A pretest-posttest design with random assignment was employed in the current study. Although all of the mean group scores improved, a Kruskal-Wallis H test revealed no statistically significant differences in THS-R scores between the three groups after the intervention, X2 (2) = 4.63, p = .09. A blinded qualitative analysis of handwriting samples from each group revealed observable improvements in the letter formation in the iPad only group as compared to the other two intervention groups.
职业治疗师在干预过程中使用多种方法来解决字迹易读性问题，包括治疗实践、感觉运动方法和使用iPad应用程序的练习。本试验研究的目的是比较在小组中实施的三种干预措施的有效性，以提高笔迹的易读性:单独使用iPad应用程序进行笔迹练习，使用iPad进行笔迹练习结合传统的OT多感官方法，或单独使用传统的OT多感官方法进行笔迹练习。本研究采用随机分配的前测后测设计。虽然各组平均评分均有所提高，但经Kruskal-Wallis H检验，干预后三组间的hs - r评分差异无统计学意义，X2 (2) = 4.63, p = 0.09。一项对每组笔迹样本的盲法定性分析显示，与其他两个干预组相比，只使用iPad的组在字母形成方面有了明显的改善。
{"title":"The Effectiveness of iPad Apps to Improve Handwriting Legibility in First and Second Grade Students: A Pilot Study","authors":"Anne H. Zachry, Reagan Arnwine, A. Garrett","doi":"10.1080/19411243.2020.1751768","DOIUrl":"https://doi.org/10.1080/19411243.2020.1751768","url":null,"abstract":"ABSTRACT Occupational therapists use a variety of approaches during intervention to address handwriting legibility, including therapeutic practice, sensorimotor approaches, and practice using iPad apps. The purpose of this pilot study was to compare the effectiveness of three interventions implemented in small groups to improve handwriting legibility: handwriting practice on iPad apps alone, handwriting practice using iPads combined with a traditional OT multisensory approach, or a traditional OT multisensory approach alone with handwriting practice. A pretest-posttest design with random assignment was employed in the current study. Although all of the mean group scores improved, a Kruskal-Wallis H test revealed no statistically significant differences in THS-R scores between the three groups after the intervention, X2 (2) = 4.63, p = .09. A blinded qualitative analysis of handwriting samples from each group revealed observable improvements in the letter formation in the iPad only group as compared to the other two intervention groups.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"46 1","pages":"410 - 419"},"PeriodicalIF":0.0,"publicationDate":"2020-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80067163","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 : 2020-04-02DOI: 10.1080/19411243.2019.1700471
Anoo Bhopti, Primrose Lentin, T. Brown
ABSTRACT Disability-related services such as Early Childhood Intervention Services (ECIS) become a part of life for families when there is a child with disability. Many parents give up their everyday occupations such as self-care and paid work to be able to provide long-term caregiving. This Australian study explored parent perspectives of their family quality of life (FQOL) when there is a child with disability. It examined the relationships between ECIS, parent occupations and FQOL. A mixed-methods concurrent triangulation design was used. The Beach Center FQOL survey (N = 72) and 12 semi-structured interviews were conducted. There were high scores for overall satisfaction with Total FQOL and associations between FQOL, ECIS and parent occupations. The four themes highlighted that despite FQOL being fluctuating and challenging, positive adaptations (normalization) and positive beliefs helped FQOL. Parents were hopeful that their child would continue to progress in the future (stability). This study concluded that receiving family-centered and timely ECIS is positive for FQOL. While parenting was considered an important occupation, loss of previous occupations such as paid work and time for self-care had a detrimental influence on FQOL.
残疾相关服务，如早期儿童干预服务(ECIS)，已成为有残疾儿童的家庭生活的一部分。许多父母放弃了日常工作，如自我照顾和有偿工作，以便能够提供长期的照顾。这项澳大利亚研究探讨了当有残疾儿童时，父母对家庭生活质量(FQOL)的看法。它检验了ECIS、父母职业和家庭生活质量之间的关系。采用混合方法并行三角剖分设计。进行了Beach Center FQOL调查(N = 72)和12个半结构化访谈。家庭生活质量总体满意度得分较高，家庭生活质量、家庭生活质量与父母职业之间存在相关性。这四个主题强调，尽管妇女生活质量波动不定，充满挑战，但积极的适应(正常化)和积极的信念有助于妇女生活质量。父母希望他们的孩子将来能继续进步(稳定)。本研究认为，及时接受以家庭为中心的ECIS对FQOL有积极作用。虽然养育子女被认为是一项重要的职业，但失去以前的职业，如有偿工作和自我照顾的时间，对家庭生活质量产生了不利影响。
{"title":"Relationships between early childhood intervention services, family quality of life and parent occupations: A mixed-methods Australian study","authors":"Anoo Bhopti, Primrose Lentin, T. Brown","doi":"10.1080/19411243.2019.1700471","DOIUrl":"https://doi.org/10.1080/19411243.2019.1700471","url":null,"abstract":"ABSTRACT Disability-related services such as Early Childhood Intervention Services (ECIS) become a part of life for families when there is a child with disability. Many parents give up their everyday occupations such as self-care and paid work to be able to provide long-term caregiving. This Australian study explored parent perspectives of their family quality of life (FQOL) when there is a child with disability. It examined the relationships between ECIS, parent occupations and FQOL. A mixed-methods concurrent triangulation design was used. The Beach Center FQOL survey (N = 72) and 12 semi-structured interviews were conducted. There were high scores for overall satisfaction with Total FQOL and associations between FQOL, ECIS and parent occupations. The four themes highlighted that despite FQOL being fluctuating and challenging, positive adaptations (normalization) and positive beliefs helped FQOL. Parents were hopeful that their child would continue to progress in the future (stability). This study concluded that receiving family-centered and timely ECIS is positive for FQOL. While parenting was considered an important occupation, loss of previous occupations such as paid work and time for self-care had a detrimental influence on FQOL.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"81 1","pages":"103 - 125"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75415987","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 : 2020-04-02DOI: 10.1080/19411243.2019.1672602
Shigeki Kurasawa, K. Yokoi, M. Utsumi, Hiroyasu Shiozu, N. Miyai
ABSTRACT This study examines the effects of sleep education provided by occupational therapists on elementary school students. The study subjects were students at a public elementary school in a mountainous area in Japan. Two occupational therapists working at a university delivered 45 min lectures on sleep to students from grades one to six. The upper-grade students filled-out a sleep-breakfast survey daily, for 2 weeks, following which, the second sleep education lecture was delivered. The sleep disorder-related symptoms showed insignificant differences in the lower grade students. The number of upper-grade students with excessive daytime sleepiness declined post intervention (p = .039).
{"title":"Sleep Education for Primary School Students by Occupational Therapists in Japan: A Pilot Study through a Health Promotion Project","authors":"Shigeki Kurasawa, K. Yokoi, M. Utsumi, Hiroyasu Shiozu, N. Miyai","doi":"10.1080/19411243.2019.1672602","DOIUrl":"https://doi.org/10.1080/19411243.2019.1672602","url":null,"abstract":"ABSTRACT This study examines the effects of sleep education provided by occupational therapists on elementary school students. The study subjects were students at a public elementary school in a mountainous area in Japan. Two occupational therapists working at a university delivered 45 min lectures on sleep to students from grades one to six. The upper-grade students filled-out a sleep-breakfast survey daily, for 2 weeks, following which, the second sleep education lecture was delivered. The sleep disorder-related symptoms showed insignificant differences in the lower grade students. The number of upper-grade students with excessive daytime sleepiness declined post intervention (p = .039).","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"85 1","pages":"186 - 196"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86428408","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 : 2020-04-02DOI: 10.1080/19411243.2019.1672604
Ann Lee, Jennifer E. Lape
ABSTRACT A pre-test post-test design was used to deliver the Size Matters Handwriting Program to 19 second-grade students using an occupational therapist-teacher collaborative teaching model. Outcomes from the Minnesota Handwriting Assessment indicate statistically and clinically significant gains for students in legibility, form, alignment, size, and spacing. Students’ perceptions of self-monitoring, collected via a brief self-report measure, reveal that most students agreed that self-monitoring played an important role in their learning by understanding the rules of handwriting and learning proper spacing strategies when writing. These results support the effectiveness of employing the Size Matters Handwriting Program and teaching self-monitoring strategies.
{"title":"A Cognitive, Self-Monitoring Intervention for Handwriting with Second-Grade Students","authors":"Ann Lee, Jennifer E. Lape","doi":"10.1080/19411243.2019.1672604","DOIUrl":"https://doi.org/10.1080/19411243.2019.1672604","url":null,"abstract":"ABSTRACT A pre-test post-test design was used to deliver the Size Matters Handwriting Program to 19 second-grade students using an occupational therapist-teacher collaborative teaching model. Outcomes from the Minnesota Handwriting Assessment indicate statistically and clinically significant gains for students in legibility, form, alignment, size, and spacing. Students’ perceptions of self-monitoring, collected via a brief self-report measure, reveal that most students agreed that self-monitoring played an important role in their learning by understanding the rules of handwriting and learning proper spacing strategies when writing. These results support the effectiveness of employing the Size Matters Handwriting Program and teaching self-monitoring strategies.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"51 5","pages":"170 - 185"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19411243.2019.1672604","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72461453","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 : 2020-04-02DOI: 10.1080/19411243.2019.1700472
L. Brewer
ABSTRACT The average diagnosis of autism in the United States is after 4 years of age, even though a reliable diagnosis can be obtained as early as 2 years of age. Early identification of autism can help facilitate access to early intervention, yet many children experience significant delays in receiving a diagnosis and intervention. Various factors contribute to these challenges, including a lack of training among health-care providers and socioeconomic factors among families of young children. Community-based screening is one potential method to help address the need for early identification of children with autism. Some studies indicate that childcare workers can perform screenings for autism with minimal support. Occupational therapists frequently receive referrals for children with autism, but there is a lack of research on the role of interprofessional collaboration with early childcare providers to facilitate timely screening and referrals. The primary focus of this study is to determine the current practice of early childcare providers regarding developmental and autism-specific screening and referral practices within central Michigan. A total of 80 early childcare providers in central Michigan completed a quantitative survey. Results indicate that most early childcare providers are utilizing developmental screening tools such as the Ages and Stages Questionnaire, but only two participants report the use of autism specific screening tools and most did not feel prepared to assist with referrals for this population. Occupational therapists in early intervention have the opportunity and skill set to collaborate with early childhood professionals to facilitate the timely and appropriate use of screening tools for early identification and referrals for children with autism.
{"title":"Community-based Screening and Referrals for Autism","authors":"L. Brewer","doi":"10.1080/19411243.2019.1700472","DOIUrl":"https://doi.org/10.1080/19411243.2019.1700472","url":null,"abstract":"ABSTRACT The average diagnosis of autism in the United States is after 4 years of age, even though a reliable diagnosis can be obtained as early as 2 years of age. Early identification of autism can help facilitate access to early intervention, yet many children experience significant delays in receiving a diagnosis and intervention. Various factors contribute to these challenges, including a lack of training among health-care providers and socioeconomic factors among families of young children. Community-based screening is one potential method to help address the need for early identification of children with autism. Some studies indicate that childcare workers can perform screenings for autism with minimal support. Occupational therapists frequently receive referrals for children with autism, but there is a lack of research on the role of interprofessional collaboration with early childcare providers to facilitate timely screening and referrals. The primary focus of this study is to determine the current practice of early childcare providers regarding developmental and autism-specific screening and referral practices within central Michigan. A total of 80 early childcare providers in central Michigan completed a quantitative survey. Results indicate that most early childcare providers are utilizing developmental screening tools such as the Ages and Stages Questionnaire, but only two participants report the use of autism specific screening tools and most did not feel prepared to assist with referrals for this population. Occupational therapists in early intervention have the opportunity and skill set to collaborate with early childhood professionals to facilitate the timely and appropriate use of screening tools for early identification and referrals for children with autism.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"7 1","pages":"147 - 157"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87466605","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 : 2020-04-02DOI: 10.1080/19411243.2019.1672605
Victoria G. Wilburn, Christina M. Douglas, A. Chase, Leah Van Antwerp, Hannah B. Stoll
ABSTRACT The level of awareness regarding sensory concepts was explored in a convenience sample of 25 early childhood educators in an urban environment. This survey design measured early childhood educators self-report of sensory activities offered within their classrooms and independently scored by two occupational therapists practicing in pediatrics. Educators demonstrated sufficient basic understanding of sensory activities and how to structure and offer activities within early childhood classrooms. However, educators did not demonstrate a clear understanding of how to appropriately approach avoidance or disruptive behaviors during sensory activities. This finding into educators’ lack of awareness of how best to approach atypical behavior during sensory play highlights the opportunity for further collaborative opportunities between educator and therapist at both the individual and classroom level.
{"title":"Understanding Early Childhood Educator Practices","authors":"Victoria G. Wilburn, Christina M. Douglas, A. Chase, Leah Van Antwerp, Hannah B. Stoll","doi":"10.1080/19411243.2019.1672605","DOIUrl":"https://doi.org/10.1080/19411243.2019.1672605","url":null,"abstract":"ABSTRACT The level of awareness regarding sensory concepts was explored in a convenience sample of 25 early childhood educators in an urban environment. This survey design measured early childhood educators self-report of sensory activities offered within their classrooms and independently scored by two occupational therapists practicing in pediatrics. Educators demonstrated sufficient basic understanding of sensory activities and how to structure and offer activities within early childhood classrooms. However, educators did not demonstrate a clear understanding of how to appropriately approach avoidance or disruptive behaviors during sensory activities. This finding into educators’ lack of awareness of how best to approach atypical behavior during sensory play highlights the opportunity for further collaborative opportunities between educator and therapist at both the individual and classroom level.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"28 1","pages":"126 - 135"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84852135","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}
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