Pub Date : 2021-08-12DOI: 10.1080/19411243.2021.1941494
Jennifer N. Kennedy, S. Moll, C. Missiuna, J. Yost, Sarah Terreberry, Wenonah N. Campbell
ABSTRACT Family engagement is a central ideology in pediatric occupational therapy; however, the literature indicates that engaging families is challenging in the school- based context. The purpose of this study is to explore occupational therapists’ and families’ experiences of family engagement in school-based occupational therapy services and to propose stakeholder-informed improvements to service delivery. An interpretive description design was applied. Interviews were the primary method of data collection and were analyzed using inductive thematic analysis. Family engagement was depicted metaphorically as a group dance. The findings outline how therapists’ and families’ capabilities and expectations, trust, communication, emotional connections, and contextual factors interact to impact family engagement. Important changes to practice are required. Technology might enhance opportunities for connection and communication. The adoption of service delivery models that endorse a needs-based approach to service, rather than a ‘one-size-fits-all’ approach, are necessary to increase the value families place on this service.
{"title":"The Dance of Family Engagement in School-Based Occupational Therapy: An Interpretive Description","authors":"Jennifer N. Kennedy, S. Moll, C. Missiuna, J. Yost, Sarah Terreberry, Wenonah N. Campbell","doi":"10.1080/19411243.2021.1941494","DOIUrl":"https://doi.org/10.1080/19411243.2021.1941494","url":null,"abstract":"ABSTRACT Family engagement is a central ideology in pediatric occupational therapy; however, the literature indicates that engaging families is challenging in the school- based context. The purpose of this study is to explore occupational therapists’ and families’ experiences of family engagement in school-based occupational therapy services and to propose stakeholder-informed improvements to service delivery. An interpretive description design was applied. Interviews were the primary method of data collection and were analyzed using inductive thematic analysis. Family engagement was depicted metaphorically as a group dance. The findings outline how therapists’ and families’ capabilities and expectations, trust, communication, emotional connections, and contextual factors interact to impact family engagement. Important changes to practice are required. Technology might enhance opportunities for connection and communication. The adoption of service delivery models that endorse a needs-based approach to service, rather than a ‘one-size-fits-all’ approach, are necessary to increase the value families place on this service.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"52 1","pages":"181 - 204"},"PeriodicalIF":0.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86361445","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 : 2021-08-05DOI: 10.1080/19411243.2021.1941493
Jayna Niblock, G. F. Frolek Clark, Taylor Crane Vos, D. Lieberman, E. Hunter
ABSTRACT Aim: This article is the second part of a systematic review updates and broadens a previous systematic review (Frolek Clark & Schlabach, 2010) to examine the evidence for of interventions within the scope of occupational therapy practice to enhance cognitive and pre-academic development in young children with or without at-risk factors. This article is Part 2 of the review and will focus on interventions for children at-risk from environmental factors and interventions that promoting cognitive development in children ages birth to 5 years. Part 1 is published separately and focuses on children with specific diagnoses. Methods: A systematic search of studies published from 2010 to 2020 using MEDLINE, PsycINFO, CINAHL, ERIC, OTseeker, and Cochrane was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Results: Twenty-seven studies met the inclusion criteria and were critically appraised: 19 Level I, 6 Level II, and 2 Level III evidence (Part 2). Two themes are discussed within this paper (Part 2): Children At-Risk of Cognitive Delays due to Environmental Factors, and Promoting Cognitive Development. Strong strength of evidence exists for cognitive and executive functioning training programs, literacy programs, and parent interactions focused on child’s needs. Strong strength of evidence indicates explicit Tier II interventions assist preschool children in learning early literacy skills (e.g., print knowledge, letter names, letter sounds). Moderate strength of evidence supports using movement or play to enhance cognitive and executive functions in preschoolers. Conclusions: Occupational therapy practitioners working in home and preschool programs can use these evidence-based interventions to enhance cognitive development, executive functions, and pre-academic functions performance for young children with or without risk factors. Part 1 of the review also appears in this issue.
摘要目的:本文是系统综述的第二部分，更新和扩展了之前的系统综述(Frolek Clark & Schlabach, 2010)，以检查在职业治疗实践范围内的干预措施的证据，以增强有或没有风险因素的幼儿的认知和学业前发展。这篇文章是综述的第二部分，将重点关注环境因素和促进5岁儿童认知发展的干预措施。第1部分是单独出版的，重点是患有特定诊断的儿童。方法:采用系统评价和荟萃分析首选报告项目(PRISMA)指南，对2010年至2020年在MEDLINE、PsycINFO、CINAHL、ERIC、OTseeker和Cochrane上发表的研究进行系统检索。结果:27项研究符合纳入标准，并进行了严格评估:19项I级证据，6项II级证据和2项III级证据(第2部分)。本文讨论了两个主题(第2部分):环境因素导致的认知延迟风险儿童，以及促进认知发展。有强有力的证据表明，认知和执行功能培训项目、识字项目和关注儿童需求的父母互动是存在的。强有力的证据表明，明确的第二级干预措施有助于学龄前儿童学习早期识字技能(例如，印刷知识、字母名称、字母发音)。中等强度的证据支持使用运动或游戏来增强学龄前儿童的认知和执行功能。结论:在家庭和学前项目中工作的职业治疗从业者可以使用这些基于证据的干预措施来提高有或没有风险因素的幼儿的认知发展、执行功能和学前功能表现。评论的第1部分也出现在本期。
{"title":"Systematic Review of Occupational Therapy Interventions to Enhance Cognitive Development in Children 0–5 Years: Part 2, At-Risk Due to Environmental Factors and Promoting Cognitive Development","authors":"Jayna Niblock, G. F. Frolek Clark, Taylor Crane Vos, D. Lieberman, E. Hunter","doi":"10.1080/19411243.2021.1941493","DOIUrl":"https://doi.org/10.1080/19411243.2021.1941493","url":null,"abstract":"ABSTRACT Aim: This article is the second part of a systematic review updates and broadens a previous systematic review (Frolek Clark & Schlabach, 2010) to examine the evidence for of interventions within the scope of occupational therapy practice to enhance cognitive and pre-academic development in young children with or without at-risk factors. This article is Part 2 of the review and will focus on interventions for children at-risk from environmental factors and interventions that promoting cognitive development in children ages birth to 5 years. Part 1 is published separately and focuses on children with specific diagnoses. Methods: A systematic search of studies published from 2010 to 2020 using MEDLINE, PsycINFO, CINAHL, ERIC, OTseeker, and Cochrane was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Results: Twenty-seven studies met the inclusion criteria and were critically appraised: 19 Level I, 6 Level II, and 2 Level III evidence (Part 2). Two themes are discussed within this paper (Part 2): Children At-Risk of Cognitive Delays due to Environmental Factors, and Promoting Cognitive Development. Strong strength of evidence exists for cognitive and executive functioning training programs, literacy programs, and parent interactions focused on child’s needs. Strong strength of evidence indicates explicit Tier II interventions assist preschool children in learning early literacy skills (e.g., print knowledge, letter names, letter sounds). Moderate strength of evidence supports using movement or play to enhance cognitive and executive functions in preschoolers. Conclusions: Occupational therapy practitioners working in home and preschool programs can use these evidence-based interventions to enhance cognitive development, executive functions, and pre-academic functions performance for young children with or without risk factors. Part 1 of the review also appears in this issue.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"38 1","pages":"486 - 504"},"PeriodicalIF":0.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76351061","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 : 2021-08-05DOI: 10.1080/19411243.2021.1959486
C. C. Whiting, M. Ochsenbein, S. Schoen, V. Spielmann
ABSTRACT This article advocates for a conceptualization of occupational therapy service delivery and intervention for students with sensory integration and processing challenges which improves occupational participation and performance within the educational setting. By offering a full continuum of service delivery options through multi-tiered systems of support, the school-based practitioner can provide services at the appropriate level of programming. Additionally, sensory, regulatory, and relational processes are increasingly recognized as inextricably linked in development and necessary in the provision of services for students with differences in sensory integration and processing. Thus, services for this population must include a multi-tiered approach in offering a complete array of service delivery options, and intervention needs to be inclusive of strategies from three domains: sensory, regulation, and relationship.
{"title":"A Multi-Tiered and Multi-Dimensional Approach to Intervention in Schools: Recommendations for Children with Sensory Integration and Processing Challenges","authors":"C. C. Whiting, M. Ochsenbein, S. Schoen, V. Spielmann","doi":"10.1080/19411243.2021.1959486","DOIUrl":"https://doi.org/10.1080/19411243.2021.1959486","url":null,"abstract":"ABSTRACT This article advocates for a conceptualization of occupational therapy service delivery and intervention for students with sensory integration and processing challenges which improves occupational participation and performance within the educational setting. By offering a full continuum of service delivery options through multi-tiered systems of support, the school-based practitioner can provide services at the appropriate level of programming. Additionally, sensory, regulatory, and relational processes are increasingly recognized as inextricably linked in development and necessary in the provision of services for students with differences in sensory integration and processing. Thus, services for this population must include a multi-tiered approach in offering a complete array of service delivery options, and intervention needs to be inclusive of strategies from three domains: sensory, regulation, and relationship.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"71 10 1","pages":"314 - 327"},"PeriodicalIF":0.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83614930","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 : 2021-08-04DOI: 10.1080/19411243.2021.1959482
Diana R. Feldhacker, Reilly Cosgrove, Ben Feiten, Kayleigh Schmidt, Marissa Stewart
ABSTRACT Aims: The purpose of this study was to understand the frequency of reflex retention as well as the correlation between primitive reflex activity and scholastic performance. This quantitative correlational study involved 24 kindergartners and 29 first-graders (31 males and 22 females), aged 5–7 years, who were typically developing. Researchers screened for seven primitive reflexes. The Woodcock–Johnson Test of Cognitive Abilities was administered per regular scholastic testing procedures. Frequency, descriptive, group mean difference, and correlational analyses were performed. Results found that 100% of the participants had at least one active reflex, with the most common retained reflexes being STNR, ATNR R, and ATNR L. Overall, males demonstrated a higher prevalence of the majority of reflexes when compared to females though this was statistically significant for ATNR R only. Analyses found statistically significant and moderately strong correlations between ATNR retention and poorer performance in multiple areas of scholastic performance among males. Mixed and inconsistent results were found among females and by grade. The results support previous research findings and point toward a need to consider primitive reflex retention as a contributing factor when providing therapy services to support academic and scholastic performances. However, ongoing inconsistencies in the available research point to a need for further research to guide therapists in making evidence-based decisions.
{"title":"The Correlation between Retained Primitive Reflexes and Scholastic Performance among Early Elementary Students","authors":"Diana R. Feldhacker, Reilly Cosgrove, Ben Feiten, Kayleigh Schmidt, Marissa Stewart","doi":"10.1080/19411243.2021.1959482","DOIUrl":"https://doi.org/10.1080/19411243.2021.1959482","url":null,"abstract":"ABSTRACT Aims: The purpose of this study was to understand the frequency of reflex retention as well as the correlation between primitive reflex activity and scholastic performance. This quantitative correlational study involved 24 kindergartners and 29 first-graders (31 males and 22 females), aged 5–7 years, who were typically developing. Researchers screened for seven primitive reflexes. The Woodcock–Johnson Test of Cognitive Abilities was administered per regular scholastic testing procedures. Frequency, descriptive, group mean difference, and correlational analyses were performed. Results found that 100% of the participants had at least one active reflex, with the most common retained reflexes being STNR, ATNR R, and ATNR L. Overall, males demonstrated a higher prevalence of the majority of reflexes when compared to females though this was statistically significant for ATNR R only. Analyses found statistically significant and moderately strong correlations between ATNR retention and poorer performance in multiple areas of scholastic performance among males. Mixed and inconsistent results were found among females and by grade. The results support previous research findings and point toward a need to consider primitive reflex retention as a contributing factor when providing therapy services to support academic and scholastic performances. However, ongoing inconsistencies in the available research point to a need for further research to guide therapists in making evidence-based decisions.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"64 1","pages":"288 - 301"},"PeriodicalIF":0.0,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79567951","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 : 2021-08-03DOI: 10.1080/19411243.2021.1941495
M. Lindenschot, I. D. de Groot, M. N. D. Nijhuis-van der Sanden, E. Steultjens, S. Koene, M. Graff
Radboud Institute for Health Sciences, Department of IQ Healthcare, Radboud University Medical Center, Nijmegen, The Netherlands; Department of Occupational Therapy, HAN University of Applied Sciences, Nijmegen, Netherlands; Donders Center for Neuroscience, Department of Rehabilitation, Radboud University Medical Center, Nijmegen, The Netherlands; Radboud Center for Mitochondrial Medicine, Department of Pediatrics, Radboud University Medical Center, Nijmegen, The Netherlands; Department of Clinical Genetics, Leiden University Medical Centre, Leiden, The Netherlands
{"title":"Insight into Performance of Daily Activities in Real Life of A Child with Limited Physical, Cognitive and Communication Abilities: A Case Report","authors":"M. Lindenschot, I. D. de Groot, M. N. D. Nijhuis-van der Sanden, E. Steultjens, S. Koene, M. Graff","doi":"10.1080/19411243.2021.1941495","DOIUrl":"https://doi.org/10.1080/19411243.2021.1941495","url":null,"abstract":"Radboud Institute for Health Sciences, Department of IQ Healthcare, Radboud University Medical Center, Nijmegen, The Netherlands; Department of Occupational Therapy, HAN University of Applied Sciences, Nijmegen, Netherlands; Donders Center for Neuroscience, Department of Rehabilitation, Radboud University Medical Center, Nijmegen, The Netherlands; Radboud Center for Mitochondrial Medicine, Department of Pediatrics, Radboud University Medical Center, Nijmegen, The Netherlands; Department of Clinical Genetics, Leiden University Medical Centre, Leiden, The Netherlands","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"21 1","pages":"205 - 217"},"PeriodicalIF":0.0,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74653054","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 : 2021-07-26DOI: 10.1080/19411243.2021.1959484
S. Lee
ABSTRACT The purposes of this study were to identify if correlations exist between the eight sub-components of visual perception including eye hand coordination, position in space, copying, figure ground discrimination, spatial relations, visual closure, visual motor speed and form constancy, and handwriting ability. The studies also further determined which sub-components of visual perception were best predictors of children’s handwriting abilities. In this descriptive correlational research design, 65 children in grades 1–3 were evaluated using the Evaluation Tool of Children’s Handwriting (ETCH) and the Developmental Test of Visual Perception-2 (DTVP-2) on two different occasions. The Pearson’s Product-Moment Correlation Coefficient (r) and Multiple Linear Regression: Stepwise method were used to analyze the data. The results revealed significant relationships between four subcomponents (eye-hand coordination, copying, figure-ground, and spatial relations) of visual perception and word legibility. Based on the stepwise regression analysis, the best predictors of handwriting legibility are spatial relations, visual closure, and position in space, respectively. This study can guide therapists/educators in determining which visual perceptual areas to focus on when working with children with handwriting difficulties. When evaluating children with poor handwriting, special attention should be paid to the areas of figure ground, spatial relations, visual closure, and copying as they were found to correlate significantly with handwriting legibility.
{"title":"Visual Perceptual Skills as Predictors of Handwriting Skills of Children Grades 1-3","authors":"S. Lee","doi":"10.1080/19411243.2021.1959484","DOIUrl":"https://doi.org/10.1080/19411243.2021.1959484","url":null,"abstract":"ABSTRACT The purposes of this study were to identify if correlations exist between the eight sub-components of visual perception including eye hand coordination, position in space, copying, figure ground discrimination, spatial relations, visual closure, visual motor speed and form constancy, and handwriting ability. The studies also further determined which sub-components of visual perception were best predictors of children’s handwriting abilities. In this descriptive correlational research design, 65 children in grades 1–3 were evaluated using the Evaluation Tool of Children’s Handwriting (ETCH) and the Developmental Test of Visual Perception-2 (DTVP-2) on two different occasions. The Pearson’s Product-Moment Correlation Coefficient (r) and Multiple Linear Regression: Stepwise method were used to analyze the data. The results revealed significant relationships between four subcomponents (eye-hand coordination, copying, figure-ground, and spatial relations) of visual perception and word legibility. Based on the stepwise regression analysis, the best predictors of handwriting legibility are spatial relations, visual closure, and position in space, respectively. This study can guide therapists/educators in determining which visual perceptual areas to focus on when working with children with handwriting difficulties. When evaluating children with poor handwriting, special attention should be paid to the areas of figure ground, spatial relations, visual closure, and copying as they were found to correlate significantly with handwriting legibility.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"102 1","pages":"265 - 273"},"PeriodicalIF":0.0,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90407072","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 : 2021-07-26DOI: 10.1080/19411243.2021.1959483
Ashley G. Allen
ABSTRACT Children in the United States face higher rates of childhood obesity than in other developed countries. A literature review examined eight different articles to discover why these statistics are so high and how occupational therapists can address this issue to reduce rates of childhood obesity. From the age of five, children spend almost 30 hours a week in school systems for 13 years. However, research concluded that United States school systems are lacking in physical activity time and are not being held liable to teach health education to students. Studies also verified that parents must be educated as well as students and staff, in order for children to obtain the most benefits from childhood obesity interventions. These findings attest to the need for occupational therapists to implement school wide programs to intervene with teachers, staff, students, and parents to reduce childhood obesity.
{"title":"Occupational Therapists Tackling Childhood Obesity with School Wide Programs","authors":"Ashley G. Allen","doi":"10.1080/19411243.2021.1959483","DOIUrl":"https://doi.org/10.1080/19411243.2021.1959483","url":null,"abstract":"ABSTRACT Children in the United States face higher rates of childhood obesity than in other developed countries. A literature review examined eight different articles to discover why these statistics are so high and how occupational therapists can address this issue to reduce rates of childhood obesity. From the age of five, children spend almost 30 hours a week in school systems for 13 years. However, research concluded that United States school systems are lacking in physical activity time and are not being held liable to teach health education to students. Studies also verified that parents must be educated as well as students and staff, in order for children to obtain the most benefits from childhood obesity interventions. These findings attest to the need for occupational therapists to implement school wide programs to intervene with teachers, staff, students, and parents to reduce childhood obesity.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"32 1","pages":"328 - 334"},"PeriodicalIF":0.0,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80979711","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 : 2021-07-12DOI: 10.1080/19411243.2021.1941492
Vidya Pingale, T. Fletcher, Catherine Candler, N. Pickens, Karen Dunlap
ABSTRACT To compare the effect of sensory diets on children’s sensory processing, psychosocial skills, and classroom engagement to a control intervention of non-therapeutic fine-motor or visual activities. A single-subject ABCA experimental design was used with five children attending prekindergarten through fourth-grade special education in an urban public school. Investigators measured target behaviors individualized for each participant in sensory processing skills, psychosocial skills, and classroom engagement. Data were analyzed visually and statistically. Sensory diets may have changed participants’ sensory processing, psychosocial skills, and classroom engagement behaviors. However, target behaviors for each participant responded to sensory diets differently. Control intervention of non-therapeutic fine-motor visual activities did not change these behaviors. Positive and individualized changes in sensory processing, psychosocial, and classroom engagement behaviors were noted for each of the five children when sensory diets were administered in brief sessions throughout a school day. Changes did not occur in response to control intervention sessions indicating the sensory aspects of the intervention may have had influence. Future study is needed to demonstrate a causal relationship between sensory diets and classroom behaviors.
{"title":"Effects of Sensory Diets: A Single Subject Study","authors":"Vidya Pingale, T. Fletcher, Catherine Candler, N. Pickens, Karen Dunlap","doi":"10.1080/19411243.2021.1941492","DOIUrl":"https://doi.org/10.1080/19411243.2021.1941492","url":null,"abstract":"ABSTRACT To compare the effect of sensory diets on children’s sensory processing, psychosocial skills, and classroom engagement to a control intervention of non-therapeutic fine-motor or visual activities. A single-subject ABCA experimental design was used with five children attending prekindergarten through fourth-grade special education in an urban public school. Investigators measured target behaviors individualized for each participant in sensory processing skills, psychosocial skills, and classroom engagement. Data were analyzed visually and statistically. Sensory diets may have changed participants’ sensory processing, psychosocial skills, and classroom engagement behaviors. However, target behaviors for each participant responded to sensory diets differently. Control intervention of non-therapeutic fine-motor visual activities did not change these behaviors. Positive and individualized changes in sensory processing, psychosocial, and classroom engagement behaviors were noted for each of the five children when sensory diets were administered in brief sessions throughout a school day. Changes did not occur in response to control intervention sessions indicating the sensory aspects of the intervention may have had influence. Future study is needed to demonstrate a causal relationship between sensory diets and classroom behaviors.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"13 1","pages":"165 - 180"},"PeriodicalIF":0.0,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88441406","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 : 2021-07-05DOI: 10.1080/19411243.2021.1934234
L. M. Arnaud MEd, MS, OTR/L, S. Gutman
ABSTRACT Children living in disenfranchised communities are at risk for growing up without developing the literacy skills they need to succeed and thrive later in life. The ability to read proficiently is a prerequisite for engagement in a myriad of meaningful occupations, financial success, and optimal health management. This set of practice guidelines provides understanding for school-based occupational therapists to begin to support pediatric literacy for elementary school children reading below grade level. The authors examine the theoretical bases underlying evaluation and intervention, which are organized according to four primary performance areas: (1) attention to teacher-led literacy lessons, (2) engagement in independent reading in the classroom, (3) academic self-concept and attitude toward reading, and (4) habits and routines supporting home literacy participation. Occupation-based intervention embeds literacy experiences in play, sensory and kinesthetic experiences, and meaningful functional and social activities. A case example is provided to illustrate these principles in practice. Pediatric literacy support is an emerging practice area in the occupational therapy profession that can have profound impact on the trajectories of children’s lives.
{"title":"Supporting Literacy Participation for Underserved Children: A Set of Guidelines for Occupational Therapy Practice","authors":"L. M. Arnaud MEd, MS, OTR/L, S. Gutman","doi":"10.1080/19411243.2021.1934234","DOIUrl":"https://doi.org/10.1080/19411243.2021.1934234","url":null,"abstract":"ABSTRACT Children living in disenfranchised communities are at risk for growing up without developing the literacy skills they need to succeed and thrive later in life. The ability to read proficiently is a prerequisite for engagement in a myriad of meaningful occupations, financial success, and optimal health management. This set of practice guidelines provides understanding for school-based occupational therapists to begin to support pediatric literacy for elementary school children reading below grade level. The authors examine the theoretical bases underlying evaluation and intervention, which are organized according to four primary performance areas: (1) attention to teacher-led literacy lessons, (2) engagement in independent reading in the classroom, (3) academic self-concept and attitude toward reading, and (4) habits and routines supporting home literacy participation. Occupation-based intervention embeds literacy experiences in play, sensory and kinesthetic experiences, and meaningful functional and social activities. A case example is provided to illustrate these principles in practice. Pediatric literacy support is an emerging practice area in the occupational therapy profession that can have profound impact on the trajectories of children’s lives.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"25 1","pages":"111 - 130"},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79080835","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 : 2021-07-05DOI: 10.1080/19411243.2021.1934238
J. Wintle, T. Krupa, C. Deluca, H. Cramm
ABSTRACT Background. Occupational therapists and teachers often collaborate for the benefit of students. Purpose. This work aims to develop a conceptual framework for collaboration between occupational therapists and teachers in a school-based setting. Methods. A multiple method, qualitative methodology was employed. An integrative analysis of findings between a scoping review and interviews of occupational therapists (n = 5), teachers (n = 5), and parents of students receiving school-based occupational therapy (n = 3) was conducted to develop a conceptual model. Findings. The conceptual framework describes the enabling factors and tensions in collaboration while emphasizing the centrality of both trust and co-equal status between collaborating occupational therapists and teachers. Implications. This conceptual framework may be used to better understand collaboration between occupational therapists and teachers and may be used to inform policy on school-based occupational therapy.
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