Pub Date : 2021-11-12DOI: 10.1080/19411243.2021.2003732
Philippa Caie, R. Brooks
ABSTRACT Recent literature has changed the ways in which occupational therapy is delivered in mainstream schools, but consideration of practice in specialist schools, where all students have special educational needs or disabilities, is limited. This study aimed to address this gap by exploring occupational therapy practice in specialist schools in England. This qualitative study used a phenomenological approach. Data were collected via semistructured interviews and analyzed using thematic analysis. The study had 6 occupational therapist participants. Three themes emerged from the data: Theme 1: “I’m going to be really honest with you, we’re not doing therapy;” Theme 2: “We are not entirely part of the school community;” and Theme 3: “You shouldn’t have to try and make someone else the therapist.” The findings echo studies of occupational therapy in mainstream schools but offer new insights into the focus and delivery of occupational therapy in specialist schools. It is recommended that in England a new model of service provision is developed that integrates occupational therapists into specialist schools, creates more time in the classroom, facilitates therapist-teacher collaboration, and enables a broader scope of practice.
{"title":"We Need to Completely Change the Way We Look at Therapy: Occupational Therapy in Specialist Schools","authors":"Philippa Caie, R. Brooks","doi":"10.1080/19411243.2021.2003732","DOIUrl":"https://doi.org/10.1080/19411243.2021.2003732","url":null,"abstract":"ABSTRACT Recent literature has changed the ways in which occupational therapy is delivered in mainstream schools, but consideration of practice in specialist schools, where all students have special educational needs or disabilities, is limited. This study aimed to address this gap by exploring occupational therapy practice in specialist schools in England. This qualitative study used a phenomenological approach. Data were collected via semistructured interviews and analyzed using thematic analysis. The study had 6 occupational therapist participants. Three themes emerged from the data: Theme 1: “I’m going to be really honest with you, we’re not doing therapy;” Theme 2: “We are not entirely part of the school community;” and Theme 3: “You shouldn’t have to try and make someone else the therapist.” The findings echo studies of occupational therapy in mainstream schools but offer new insights into the focus and delivery of occupational therapy in specialist schools. It is recommended that in England a new model of service provision is developed that integrates occupational therapists into specialist schools, creates more time in the classroom, facilitates therapist-teacher collaboration, and enables a broader scope of practice.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"12 1","pages":"390 - 402"},"PeriodicalIF":0.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88234669","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 : 2021-10-01DOI: 10.1080/19411243.2021.1983499
Jennifer S. Pitonyak, K. Souza, Caroline Umeda, T. Jirikowic
ABSTRACT Occupational therapy providers working with young children and their families in early intervention settings frequently provide interventions to support family routines related to social participation, health management, and related occupations at home and in the community. Family routines are inextricably tied to individual and family health and well-being, yet contextual influences can impact satisfaction with and performance of routines resulting in disparities in health and occupational outcomes. A health promotion approach to intervention is intended to address contextual aspects of occupational performance in natural settings, and therefore, may be a useful approach for providing family-centered, routines-based intervention in early intervention settings. This basic qualitative study used interview methods to collect perspectives about family routines from two parent participants. The participants were from a broader pilot project on family mental health intervention that was implemented with eight families and were the only two parents who volunteered to complete additional interviews. The life course health development framework was used to guide study design and data analysis. Interviews were audio-recorded, transcribed, and coded using conventional qualitative content analysis. Themes were validated through expert and member checks. Participant data from the Canadian Occupational Performance Measure was also available from the broader project and was used to triangulate findings. Resulting themes illustrated the complexity of family routines, influence of values and often hidden parental decision making on routines, connectedness of routines with family health and well-being, and impact of contextual influences on routines. Findings inform the importance of considering contextual factors when providing family-centered, routines-based intervention and suggest the fit for a health promotion approach to intervention given the inter-relatedness of family routines with outcomes such as health and well-being.
{"title":"Using a Health Promotion Approach to Frame Parent Experiences of Family Routines and Their Significance for Health and Well-being","authors":"Jennifer S. Pitonyak, K. Souza, Caroline Umeda, T. Jirikowic","doi":"10.1080/19411243.2021.1983499","DOIUrl":"https://doi.org/10.1080/19411243.2021.1983499","url":null,"abstract":"ABSTRACT Occupational therapy providers working with young children and their families in early intervention settings frequently provide interventions to support family routines related to social participation, health management, and related occupations at home and in the community. Family routines are inextricably tied to individual and family health and well-being, yet contextual influences can impact satisfaction with and performance of routines resulting in disparities in health and occupational outcomes. A health promotion approach to intervention is intended to address contextual aspects of occupational performance in natural settings, and therefore, may be a useful approach for providing family-centered, routines-based intervention in early intervention settings. This basic qualitative study used interview methods to collect perspectives about family routines from two parent participants. The participants were from a broader pilot project on family mental health intervention that was implemented with eight families and were the only two parents who volunteered to complete additional interviews. The life course health development framework was used to guide study design and data analysis. Interviews were audio-recorded, transcribed, and coded using conventional qualitative content analysis. Themes were validated through expert and member checks. Participant data from the Canadian Occupational Performance Measure was also available from the broader project and was used to triangulate findings. Resulting themes illustrated the complexity of family routines, influence of values and often hidden parental decision making on routines, connectedness of routines with family health and well-being, and impact of contextual influences on routines. Findings inform the importance of considering contextual factors when providing family-centered, routines-based intervention and suggest the fit for a health promotion approach to intervention given the inter-relatedness of family routines with outcomes such as health and well-being.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"51 1","pages":"335 - 356"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73557991","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 : 2021-10-01DOI: 10.1080/19411243.2021.1983497
J. Mac Donald, H. Baist
ABSTRACT The aim of this evidence-based occupational therapy (OT) project was to answer the question, “Does education and scheduled collaboration on the use of sensory tools in the school environment increase general education teachers’ understanding of OT’s role in self-regulation?” Evidence supports the use of asynchronous learning modules for professional development. Research indicates that the addition of an interactive element enhances learning. Collaboration is supported by evidence for enhanced effectiveness of sensory tools in schools. The project was implemented over the course of 7 weeks. Teachers participated in 5 weeks of intervention with a weekly 30-min asynchronous web-based learning module and a 30-min individual or group collaboration session. Results showed increased positive perceptions with 5 of 10 Likert scale questions showing a statistically significant increase. In addition, data showed a statistically significant positive change in teachers’ knowledge related to OT’s role in schools, self-regulation, and social-emotional skills. Data from open-ended questions revealed an increase in teachers’ understanding of different causes of student behaviors and increased knowledge of self-regulation tools. The results suggest teachers’ understanding of OT’s role in self-regulation increases through the use of asynchronous virtual learning and scheduled collaboration sessions with an occupational therapist. Further research is recommended to increase the generalizability of results and to identify the most effective use of collaboration to enhance teachers’ understanding of self-regulation.
{"title":"Using Virtual Collaboration and Education to Increase Teachers’ Ability to Promote Self-regulation","authors":"J. Mac Donald, H. Baist","doi":"10.1080/19411243.2021.1983497","DOIUrl":"https://doi.org/10.1080/19411243.2021.1983497","url":null,"abstract":"ABSTRACT The aim of this evidence-based occupational therapy (OT) project was to answer the question, “Does education and scheduled collaboration on the use of sensory tools in the school environment increase general education teachers’ understanding of OT’s role in self-regulation?” Evidence supports the use of asynchronous learning modules for professional development. Research indicates that the addition of an interactive element enhances learning. Collaboration is supported by evidence for enhanced effectiveness of sensory tools in schools. The project was implemented over the course of 7 weeks. Teachers participated in 5 weeks of intervention with a weekly 30-min asynchronous web-based learning module and a 30-min individual or group collaboration session. Results showed increased positive perceptions with 5 of 10 Likert scale questions showing a statistically significant increase. In addition, data showed a statistically significant positive change in teachers’ knowledge related to OT’s role in schools, self-regulation, and social-emotional skills. Data from open-ended questions revealed an increase in teachers’ understanding of different causes of student behaviors and increased knowledge of self-regulation tools. The results suggest teachers’ understanding of OT’s role in self-regulation increases through the use of asynchronous virtual learning and scheduled collaboration sessions with an occupational therapist. Further research is recommended to increase the generalizability of results and to identify the most effective use of collaboration to enhance teachers’ understanding of self-regulation.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"41 1","pages":"403 - 417"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89114422","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 : 2021-09-29DOI: 10.1080/19411243.2021.1983498
Masatoshi Gocho, Sasada Sasada
ABSTRACT Children with suspected developmental disabilities often have handwriting difficulties and show problems with motor control of the head and upper limbs, but it has not been examined in detail. The purpose of this study was to examine the characteristics of motor control in children with suspected developmental disabilities and writing difficulties. Nineteen right-handed males who were receiving support in the resource room for handwriting difficulties (SDD group) were compared with 17 right-handed age-matched male controls. Both groups completed two handwriting tasks. The main measures were jerk and changes in joint angle, which were measured by a 3D motion analysis system. The SDD group had significantly higher mean values of jerk in the head, forearms, and hands and significantly greater changes in the joint angle of neck flexion in both handwriting tasks compared to the control group. Children with suspected developmental disabilities and handwriting difficulties had less smooth forearm movements and greater fixed head movements.
{"title":"Head and Upper Limb Motor Control in Elementary School Children with Handwriting Difficulties","authors":"Masatoshi Gocho, Sasada Sasada","doi":"10.1080/19411243.2021.1983498","DOIUrl":"https://doi.org/10.1080/19411243.2021.1983498","url":null,"abstract":"ABSTRACT Children with suspected developmental disabilities often have handwriting difficulties and show problems with motor control of the head and upper limbs, but it has not been examined in detail. The purpose of this study was to examine the characteristics of motor control in children with suspected developmental disabilities and writing difficulties. Nineteen right-handed males who were receiving support in the resource room for handwriting difficulties (SDD group) were compared with 17 right-handed age-matched male controls. Both groups completed two handwriting tasks. The main measures were jerk and changes in joint angle, which were measured by a 3D motion analysis system. The SDD group had significantly higher mean values of jerk in the head, forearms, and hands and significantly greater changes in the joint angle of neck flexion in both handwriting tasks compared to the control group. Children with suspected developmental disabilities and handwriting difficulties had less smooth forearm movements and greater fixed head movements.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"4 1","pages":"429 - 438"},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88729290","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 : 2021-09-21DOI: 10.1080/19411243.2021.1975604
Karen Ray, K. Dally, A. Lane
ABSTRACT Write Start is a co-taught, whole of class approach to handwriting instruction developed for students in grade one and delivered collaboratively by teachers and occupational therapists. Write Start emphasizes the development of handwriting fluency utilizing evidence-based cognitive and perceptual motor strategies within a station-based teaching approach. This pilot study assessed the impact of a modified Write Start on handwriting fluency in Australian kindergarten students (first year of formal schooling), and investigated the effects of early literacy on intervention outcomes using a retrospective analysis of existing clinical data. Participants were kindergarten students (n = 81; mean age = 65.9 months) attending a large independent primary school in a regional metropolitan center. Participants received the modified Write Start, over one school term, in two x 45 minute sessions per week for 8 weeks. Handwriting fluency was measured pre- and post-intervention using a researcher-designed tool, the Letter Form Assessment (LFA), based on and extending commonly used measures. LFA scores for the whole cohort were significantly higher post-intervention, indicating improved handwriting after the intervention (Z = −4.457, p < .0001). In order to determine if school entry ability impacted responsiveness to the intervention, students were assigned to a high or low performing tier based on scores from three early literacy skills measured by teachers as part of routine assessment at school entry (n = 70). There was no effect of Low or High Tier literacy skills groupings on change to LFA score for phonics (f (19, 50) = 1.11, p = .36), phonemic awareness (f (19,50) = 1.32, p = .21) or writing (f (19,50) = 0.59, p = .89). The modified Write Start shows promise as an effective intervention for kindergarten handwriting, however further revisions and testing should address the potential impact of literacy and the interrelationship of perceptual motor and cognitive skills on outcomes.
Write Start是一种为一年级学生开发的、由教师和职业治疗师共同授课的全班级手写教学方法。书写开始强调在基于站点的教学方法中，利用基于证据的认知和知觉运动策略发展书写流畅性。本试点研究评估了修改后的Write Start对澳大利亚幼儿园学生(正式入学第一年)书写流畅性的影响，并通过对现有临床数据的回顾性分析，调查了早期读写能力对干预结果的影响。参与者为幼儿园学生(n = 81;平均年龄= 65.9个月)就读于区域都市中心的大型独立小学。参与者接受修改后的“写开始”，在一个学期中，每周两次，每次45分钟，持续8周。使用研究者设计的工具——书信形式评估(LFA)来测量干预前后的书写流畅性，该工具基于并扩展了常用的测量方法。干预后，整个队列的LFA评分显著提高，表明干预后笔迹改善(Z = - 4.457, p < 0.0001)。为了确定入学能力是否影响对干预的反应，根据教师在入学时常规评估的三种早期识字技能的分数，将学生分配到高或低表现层(n = 70)。低水平或高水平读写技能分组对语音(f (19,50) = 1.11, p = 0.36)，音位意识(f (19,50) = 1.32, p = 0.21)或写作(f (19,50) = 0.59, p = 0.89)的LFA分数的变化没有影响。修改后的“书写开始”显示出对幼儿园书写的有效干预的希望，然而，进一步的修订和测试应该解决读写能力的潜在影响以及感知运动和认知技能对结果的相互关系。
{"title":"Impact of A Co-taught Handwriting Intervention for Kindergarten Children in A School Setting: A Pilot, Single Cohort Study","authors":"Karen Ray, K. Dally, A. Lane","doi":"10.1080/19411243.2021.1975604","DOIUrl":"https://doi.org/10.1080/19411243.2021.1975604","url":null,"abstract":"ABSTRACT Write Start is a co-taught, whole of class approach to handwriting instruction developed for students in grade one and delivered collaboratively by teachers and occupational therapists. Write Start emphasizes the development of handwriting fluency utilizing evidence-based cognitive and perceptual motor strategies within a station-based teaching approach. This pilot study assessed the impact of a modified Write Start on handwriting fluency in Australian kindergarten students (first year of formal schooling), and investigated the effects of early literacy on intervention outcomes using a retrospective analysis of existing clinical data. Participants were kindergarten students (n = 81; mean age = 65.9 months) attending a large independent primary school in a regional metropolitan center. Participants received the modified Write Start, over one school term, in two x 45 minute sessions per week for 8 weeks. Handwriting fluency was measured pre- and post-intervention using a researcher-designed tool, the Letter Form Assessment (LFA), based on and extending commonly used measures. LFA scores for the whole cohort were significantly higher post-intervention, indicating improved handwriting after the intervention (Z = −4.457, p < .0001). In order to determine if school entry ability impacted responsiveness to the intervention, students were assigned to a high or low performing tier based on scores from three early literacy skills measured by teachers as part of routine assessment at school entry (n = 70). There was no effect of Low or High Tier literacy skills groupings on change to LFA score for phonics (f (19, 50) = 1.11, p = .36), phonemic awareness (f (19,50) = 1.32, p = .21) or writing (f (19,50) = 0.59, p = .89). The modified Write Start shows promise as an effective intervention for kindergarten handwriting, however further revisions and testing should address the potential impact of literacy and the interrelationship of perceptual motor and cognitive skills on outcomes.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"35 1","pages":"244 - 264"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74297535","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 : 2021-09-13DOI: 10.1080/19411243.2021.1975603
Emily Hinkley, C. Leach, Vanessa D. Jewell, Taylor L. Wienkes
ABSTRACT Best practice supports the use of occupation as a therapeutic agent of change for pediatric occupational therapy practice. However, limited tools to promote the development of and implementation of occupation-centered practice exist. This study explored the clinical utility of the Occupation Centered Intervention Assessment (OCIA) as a tool to facilitate occupation-centered practice in outpatient and school-based pediatric settings. The OCIA allows practitioners to reflect on their own practice by scoring interventions on personal, contextual, and occupational relevance. This qualitative, descriptive study utilized semi-structured interviews (n = 12) with practitioners in outpatient and school settings to glean information regarding tool utility. A six-step thematic analysis process guided the coding process. Four themes emerged from the data related to clinical utility of the OCIA: reflection on practice habits, practice settings influence therapy service delivery, translation of theoretical knowledge into practice technique, and the distinct value of occupation. Preliminary evidence supports the use of the OCIA in outpatient and school pediatric settings to promote reflection on occupation-centered practice for students and novice practitioners, although some setting are more conducive to use of an occupation-centered approach than others.
{"title":"Utility of the occupation-centered intervention assessment in pediatric occupational therapy practice","authors":"Emily Hinkley, C. Leach, Vanessa D. Jewell, Taylor L. Wienkes","doi":"10.1080/19411243.2021.1975603","DOIUrl":"https://doi.org/10.1080/19411243.2021.1975603","url":null,"abstract":"ABSTRACT Best practice supports the use of occupation as a therapeutic agent of change for pediatric occupational therapy practice. However, limited tools to promote the development of and implementation of occupation-centered practice exist. This study explored the clinical utility of the Occupation Centered Intervention Assessment (OCIA) as a tool to facilitate occupation-centered practice in outpatient and school-based pediatric settings. The OCIA allows practitioners to reflect on their own practice by scoring interventions on personal, contextual, and occupational relevance. This qualitative, descriptive study utilized semi-structured interviews (n = 12) with practitioners in outpatient and school settings to glean information regarding tool utility. A six-step thematic analysis process guided the coding process. Four themes emerged from the data related to clinical utility of the OCIA: reflection on practice habits, practice settings influence therapy service delivery, translation of theoretical knowledge into practice technique, and the distinct value of occupation. Preliminary evidence supports the use of the OCIA in outpatient and school pediatric settings to promote reflection on occupation-centered practice for students and novice practitioners, although some setting are more conducive to use of an occupation-centered approach than others.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"13 1","pages":"302 - 313"},"PeriodicalIF":0.0,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85795963","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}
ABSTRACT The purpose of this pilot study was to explore cognitive performance and visual motor integration, and investigate the relationship between them in preschool children in a community. Forty-nine participants were selected by stratified random sampling from a local community school and community child development center in Thailand. The instruments used were the Miller Assessment for Preschoolers (MAP) and the Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI). Results showed that most of the preschool children (59.18%) had cognitive performance at the average level, and the percentage of such children increased when they reached the higher education level. Most of the children (79.60%) had an average VMI score of above the average level, which also increased when they reached the higher education level. In addition, the relationship between cognitive performance and VMI indicated a statistically significant relationship between verbal cognitive performance and VMI in the group of Kindergarten 1 (KG-1) participants (r = .417, p < .05).
摘要本研究旨在探讨某社区学龄前儿童的认知表现与视觉运动整合的关系。采用分层随机抽样的方法，从泰国当地一所社区学校和社区儿童发展中心抽取49名参与者。使用的工具是学龄前儿童米勒评估(MAP)和比尔里-布克特尼卡视觉-运动整合发展测验(比尔里- VMI)。结果表明，大部分学龄前儿童(59.18%)的认知能力处于中等水平，随着教育程度的提高，这一比例有所增加。绝大多数儿童(79.60%)的VMI平均得分在平均水平以上，且随着受教育程度的提高，VMI得分也有所上升。此外，认知表现与VMI的关系显示，幼儿园一组(KG-1)的言语认知表现与VMI的关系具有统计学意义(r = .417, p < .05)。
{"title":"Relationship between Cognitive Performance and Visual Motor Integration in Preschool Children in A Community: A Pilot Study","authors":"Rames Chanpirom, Suchitporn Lersilp, Supawadee Putthinoi, Napalai Chaimaha","doi":"10.1080/19411243.2021.1975602","DOIUrl":"https://doi.org/10.1080/19411243.2021.1975602","url":null,"abstract":"ABSTRACT The purpose of this pilot study was to explore cognitive performance and visual motor integration, and investigate the relationship between them in preschool children in a community. Forty-nine participants were selected by stratified random sampling from a local community school and community child development center in Thailand. The instruments used were the Miller Assessment for Preschoolers (MAP) and the Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI). Results showed that most of the preschool children (59.18%) had cognitive performance at the average level, and the percentage of such children increased when they reached the higher education level. Most of the children (79.60%) had an average VMI score of above the average level, which also increased when they reached the higher education level. In addition, the relationship between cognitive performance and VMI indicated a statistically significant relationship between verbal cognitive performance and VMI in the group of Kindergarten 1 (KG-1) participants (r = .417, p < .05).","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"7 1","pages":"231 - 243"},"PeriodicalIF":0.0,"publicationDate":"2021-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82973675","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 : 2021-08-22DOI: 10.1080/19411243.2021.1959481
Eman Amer, Gehan M. Abd El-Maksoud, E. Mahgoub
ABSTRACT In elementary school children, the normally developed integrative function may be affected influencing the learning process, peer relationships, social interactions, and behaviors. This study was conducted to assess sensory integrative function in elementary school children in Egypt. Five hundred and twenty-three elementary school children without any neurological or developmental problems, ages from 5 to 10 years of both sexes, participated in this study. They were selected from different elementary schools in Giza, Egypt. Sensory integrative function was assessed by the sensory profile caregiver questionnaire. The findings revealed that, in the registration quadrant, 210 (40.2%) children were in the typical performance range. While in the seeking quadrant, 168 (32.1%) children were in typical performance range. Also, in the sensitivity quadrant, there were 267 (51.1%) in the typical performance range. Finally, in the avoiding quadrant, there were 303 (57.9%) in typical performance range. In all sections and quadrants, the scores of Egyptian children were lower than the scores of the American children except for the visual processing section which was higher. There was a statistically significant decrease in all sections and quadrants of the sensory profile in Egyptian and the American children except for the visual processing section which was significantly higher. However, all the sections and quadrants are considered to be within the typical performance range except for the visual processing section, the vestibular processing section, the modulation of visual input affecting emotional responses and activity level section, emotional/ social responses section, registration quadrant, and seeking quadrant, which may be due to social or environmental differences. Therefore, further studies with a national representative sample and with specific disability groups are needed to further validate the clinical use of the Sensory Profile in Egypt.
{"title":"ASSESSMENT OF SENSORY INTEGRATIVE FUNCTION OF ELEMENTARY SCHOOL CHILDREN In Egypt","authors":"Eman Amer, Gehan M. Abd El-Maksoud, E. Mahgoub","doi":"10.1080/19411243.2021.1959481","DOIUrl":"https://doi.org/10.1080/19411243.2021.1959481","url":null,"abstract":"ABSTRACT In elementary school children, the normally developed integrative function may be affected influencing the learning process, peer relationships, social interactions, and behaviors. This study was conducted to assess sensory integrative function in elementary school children in Egypt. Five hundred and twenty-three elementary school children without any neurological or developmental problems, ages from 5 to 10 years of both sexes, participated in this study. They were selected from different elementary schools in Giza, Egypt. Sensory integrative function was assessed by the sensory profile caregiver questionnaire. The findings revealed that, in the registration quadrant, 210 (40.2%) children were in the typical performance range. While in the seeking quadrant, 168 (32.1%) children were in typical performance range. Also, in the sensitivity quadrant, there were 267 (51.1%) in the typical performance range. Finally, in the avoiding quadrant, there were 303 (57.9%) in typical performance range. In all sections and quadrants, the scores of Egyptian children were lower than the scores of the American children except for the visual processing section which was higher. There was a statistically significant decrease in all sections and quadrants of the sensory profile in Egyptian and the American children except for the visual processing section which was significantly higher. However, all the sections and quadrants are considered to be within the typical performance range except for the visual processing section, the vestibular processing section, the modulation of visual input affecting emotional responses and activity level section, emotional/ social responses section, registration quadrant, and seeking quadrant, which may be due to social or environmental differences. Therefore, further studies with a national representative sample and with specific disability groups are needed to further validate the clinical use of the Sensory Profile in Egypt.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"11 1","pages":"218 - 230"},"PeriodicalIF":0.0,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84876622","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 : 2021-08-12DOI: 10.1080/19411243.2021.1959480
G. F. Frolek Clark, Jayna Niblock, Taylor Crane Vos, D. Lieberman, E. Hunter
Cognition is a critical part of performance and participation across daily life activities (Katz & Toglia, 2018). Children who have known conditions such as developmental delay, prematurity, cerebr...
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Pub Date : 2021-08-12DOI: 10.1080/19411243.2021.1959485
B. Köse, S. Şahin, Ege Temizkan, Hasan Galipoğlu, E. Karabulut, E. Akı
ABSTRACT Investigating the effects of the special education support program (SESP) and visual-praxis-based occupational therapy program (VPBOTP) on visual perception skills of children with developmental dyslexia (DD). A time-series quasi-experimental design with two stages was used. The first stage included visual perception assessments of children with DD who were registered to the SESP, using MVPT-3. Following the assessments, SESP was implemented for a total of 16 hours in the span of 8 weeks. In the second stage, MVPT-3 was administered for a second time, SESP’s implementation continued for another 16 hours and VPBOTP was implemented also for a total of 32 hours in the span of 8 weeks. Finally, the MVPT-3 was administered for the third time. VPBOTP was found to be statistically more effective than SESP in improving visual perception skills (p<0.05). VPBOTP offers a different, individualizable, and flexible approach for improving visual perception skills of children with DD and its usage can be widened to other populations.
{"title":"Comparing the Effects of Two Education-Based Intervention Programs on Visual Perception Processes of Children with Developmental Dyslexia","authors":"B. Köse, S. Şahin, Ege Temizkan, Hasan Galipoğlu, E. Karabulut, E. Akı","doi":"10.1080/19411243.2021.1959485","DOIUrl":"https://doi.org/10.1080/19411243.2021.1959485","url":null,"abstract":"ABSTRACT Investigating the effects of the special education support program (SESP) and visual-praxis-based occupational therapy program (VPBOTP) on visual perception skills of children with developmental dyslexia (DD). A time-series quasi-experimental design with two stages was used. The first stage included visual perception assessments of children with DD who were registered to the SESP, using MVPT-3. Following the assessments, SESP was implemented for a total of 16 hours in the span of 8 weeks. In the second stage, MVPT-3 was administered for a second time, SESP’s implementation continued for another 16 hours and VPBOTP was implemented also for a total of 32 hours in the span of 8 weeks. Finally, the MVPT-3 was administered for the third time. VPBOTP was found to be statistically more effective than SESP in improving visual perception skills (p<0.05). VPBOTP offers a different, individualizable, and flexible approach for improving visual perception skills of children with DD and its usage can be widened to other populations.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"28 1","pages":"274 - 287"},"PeriodicalIF":0.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86139015","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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