Pub Date : 2021-06-17DOI: 10.1080/19411243.2021.1934228
Kamila Banátová, R. Psotta
ABSTRACT The MABC-2 Checklist is a method designed preferentially for teachers and parents to evaluate how well a child performs movement skills within school, family and community settings. It serves as screening tool for the impact of motor skills deficits in children on activities of daily living, academic or school performance, leisure and play. This tool also assists in the identification of developmental coordination disorder (DCD), specially for examination of its diagnostic criterion B according to the DSM-5th edition. To use this tool more broadly in psychological and educational settings in different countries, it is useful to judge its psychometric properties and possible diagnostic limitations. This article reviews the content of the MABC-2 Checklist in the context of its development, different aspects of validity and reliability, including contribution and possible limitations of this tool for motor assessment and identification of DCD in children.
{"title":"The MABC-2 Checklist: A Review of the Psychometric Properties of A Screening Tool for Developmental Coordination Disorder","authors":"Kamila Banátová, R. Psotta","doi":"10.1080/19411243.2021.1934228","DOIUrl":"https://doi.org/10.1080/19411243.2021.1934228","url":null,"abstract":"ABSTRACT The MABC-2 Checklist is a method designed preferentially for teachers and parents to evaluate how well a child performs movement skills within school, family and community settings. It serves as screening tool for the impact of motor skills deficits in children on activities of daily living, academic or school performance, leisure and play. This tool also assists in the identification of developmental coordination disorder (DCD), specially for examination of its diagnostic criterion B according to the DSM-5th edition. To use this tool more broadly in psychological and educational settings in different countries, it is useful to judge its psychometric properties and possible diagnostic limitations. This article reviews the content of the MABC-2 Checklist in the context of its development, different aspects of validity and reliability, including contribution and possible limitations of this tool for motor assessment and identification of DCD in children.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"2 1","pages":"72 - 89"},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74107608","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 : 2021-06-15DOI: 10.1080/19411243.2021.1934236
Leslie Spires, Rhonda Davis-Cheshire
ABSTRACT An AB single-case experimental design was used to assess the effectiveness of the mental health strategies of mindfulness, specifically guided imagery and yoga, on attention to task in five boys identified with emotional disturbance (ED). Repeated measures were taken during both the baseline and intervention phases. A data collection log was used to track attention to task for 15-minute periods after intervention as students went about their typical routine. The guided imagery intervention participant results were mixed, while the yoga intervention results indicated a mean increase in time on task for all participants. These results support school-based occupational therapists embedding appropriate mental health strategies into the classroom routine of students with ED to expose them to coping skills that will support their attention to task to increase their overall occupational participation.
{"title":"Positive Mental Health Strategies Impact on Students with Emotional Disturbances’ Attention to Task","authors":"Leslie Spires, Rhonda Davis-Cheshire","doi":"10.1080/19411243.2021.1934236","DOIUrl":"https://doi.org/10.1080/19411243.2021.1934236","url":null,"abstract":"ABSTRACT An AB single-case experimental design was used to assess the effectiveness of the mental health strategies of mindfulness, specifically guided imagery and yoga, on attention to task in five boys identified with emotional disturbance (ED). Repeated measures were taken during both the baseline and intervention phases. A data collection log was used to track attention to task for 15-minute periods after intervention as students went about their typical routine. The guided imagery intervention participant results were mixed, while the yoga intervention results indicated a mean increase in time on task for all participants. These results support school-based occupational therapists embedding appropriate mental health strategies into the classroom routine of students with ED to expose them to coping skills that will support their attention to task to increase their overall occupational participation.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"40 1","pages":"131 - 147"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89032617","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 : 2021-06-07DOI: 10.1080/19411243.2021.1934232
Siena Colosimo, T. Brown
ABSTRACT The Test of Visual Perceptual Skills – Fourth Edition (TVPS-4) is a recently revised assessment of motor-free perceptual abilities, that was standardized in the United States. The TVPS-4 is commonly used by pediatric occupational therapists, health professionals and educators, therefore it is important that its psychometric properties and use in cross-cultural contexts are investigated. The study aim was to examine the convergent validity of the TVPS-4 when completed by Australian children. Thirty typically developing children aged 6–12 years (17 females and 13 males; mean age 8.7 years; SD = 1.7) completed the TVPS-4, the Developmental Test of Visual Perception – Third Edition (DTVP-3) and the Motor-Free Perception Test – Fourth Edition (MVPT-4). Spearman Rho correlation analyses with bootstrapping were completed to examine the associations between the TVPS-4, DTVP-3 and MVPT-4. The TVPS-4 total scale raw score exhibited strong significant correlations with the DTVP-3 (rho = .745, p < .000) and MVPT-4 (rho = .791, p < .000) total scale raw scores, and moderate to strong significant correlations with all of the DTVP-3 subscales (rho = .540 to .717, p = .002 to .000) and three of the MVPT-4 subscales (rho = .536 to .695, p = .004 to .000). Several weak to moderate significant correlations were found between the TVPS-4 and DTVP-3 subscale raw scores (rho = .370 to .607, p = .044 to .001). The TVPS-4 and MVPT-4 subscale raw scores exhibited several weak to strong, positive and statistically significant associations (rho = .385 to .600, p = .036 to .001). Australian children appeared to complete the TVPS-4 without any cross-cultural issues. The study findings suggest that the TVPS-4 assesses some similar motor-free perceptual abilities as the DTVP-3 and MVPT-4. This study provides some preliminary insights about the TVPS-4’s convergent validity with the Australian context. The primary clinical implication is that the study findings add to the TVPS-4’s body of validity evidence. Further research studies are recommended.
{"title":"Examining the Convergent Validity of the Test of Visual Perceptual Skills – Fourth Edition (TVPS-4) in the Australian Context","authors":"Siena Colosimo, T. Brown","doi":"10.1080/19411243.2021.1934232","DOIUrl":"https://doi.org/10.1080/19411243.2021.1934232","url":null,"abstract":"ABSTRACT The Test of Visual Perceptual Skills – Fourth Edition (TVPS-4) is a recently revised assessment of motor-free perceptual abilities, that was standardized in the United States. The TVPS-4 is commonly used by pediatric occupational therapists, health professionals and educators, therefore it is important that its psychometric properties and use in cross-cultural contexts are investigated. The study aim was to examine the convergent validity of the TVPS-4 when completed by Australian children. Thirty typically developing children aged 6–12 years (17 females and 13 males; mean age 8.7 years; SD = 1.7) completed the TVPS-4, the Developmental Test of Visual Perception – Third Edition (DTVP-3) and the Motor-Free Perception Test – Fourth Edition (MVPT-4). Spearman Rho correlation analyses with bootstrapping were completed to examine the associations between the TVPS-4, DTVP-3 and MVPT-4. The TVPS-4 total scale raw score exhibited strong significant correlations with the DTVP-3 (rho = .745, p < .000) and MVPT-4 (rho = .791, p < .000) total scale raw scores, and moderate to strong significant correlations with all of the DTVP-3 subscales (rho = .540 to .717, p = .002 to .000) and three of the MVPT-4 subscales (rho = .536 to .695, p = .004 to .000). Several weak to moderate significant correlations were found between the TVPS-4 and DTVP-3 subscale raw scores (rho = .370 to .607, p = .044 to .001). The TVPS-4 and MVPT-4 subscale raw scores exhibited several weak to strong, positive and statistically significant associations (rho = .385 to .600, p = .036 to .001). Australian children appeared to complete the TVPS-4 without any cross-cultural issues. The study findings suggest that the TVPS-4 assesses some similar motor-free perceptual abilities as the DTVP-3 and MVPT-4. This study provides some preliminary insights about the TVPS-4’s convergent validity with the Australian context. The primary clinical implication is that the study findings add to the TVPS-4’s body of validity evidence. Further research studies are recommended.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"19 1","pages":"90 - 110"},"PeriodicalIF":0.0,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75164264","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 : 2021-06-04DOI: 10.1080/19411243.2021.1934227
L. Bray, Camille Skubik-Peplaski, Kera B. Ackerman
ABSTRACT Handwriting and spelling deficits are common struggles experienced by children with specific learning disabilities (SLD), but there is little evidence on interventions that target these areas for children with SLD. To systematically review the research investigating the effectiveness of handwriting and spelling interventions for children with SLD. A systematic review was conducted that included studies focusing on handwriting and/or spelling interventions for children with SLD. A Black and Downs checklist was completed for each included article to evaluate validity and reliability. Effect sizes were calculated of results for a unitless comparison. Eleven studies met the inclusion criteria: six examined handwriting exclusively, three spelling, and two combined spelling and handwriting. The interventions were grouped into categories of tablet-based, sensorimotor, and/or self-management interventions. Themes of occupation-as-ends versus occupation-as-means were also noted. Those interventions that promoted self-management and used occupation-as-means were found to be most effective. Utilizing the handwriting and spelling within treatment as well as encouraging a child’s autonomy and participation are valuable strategies for occupational therapist to use in improving literacy outcomes for children with SLD.
{"title":"A Systematic Review of the Effectiveness of Interventions to Improve Handwriting and Spelling in Children with Specific Learning Disabilities","authors":"L. Bray, Camille Skubik-Peplaski, Kera B. Ackerman","doi":"10.1080/19411243.2021.1934227","DOIUrl":"https://doi.org/10.1080/19411243.2021.1934227","url":null,"abstract":"ABSTRACT Handwriting and spelling deficits are common struggles experienced by children with specific learning disabilities (SLD), but there is little evidence on interventions that target these areas for children with SLD. To systematically review the research investigating the effectiveness of handwriting and spelling interventions for children with SLD. A systematic review was conducted that included studies focusing on handwriting and/or spelling interventions for children with SLD. A Black and Downs checklist was completed for each included article to evaluate validity and reliability. Effect sizes were calculated of results for a unitless comparison. Eleven studies met the inclusion criteria: six examined handwriting exclusively, three spelling, and two combined spelling and handwriting. The interventions were grouped into categories of tablet-based, sensorimotor, and/or self-management interventions. Themes of occupation-as-ends versus occupation-as-means were also noted. Those interventions that promoted self-management and used occupation-as-means were found to be most effective. Utilizing the handwriting and spelling within treatment as well as encouraging a child’s autonomy and participation are valuable strategies for occupational therapist to use in improving literacy outcomes for children with SLD.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"34 1","pages":"437 - 465"},"PeriodicalIF":0.0,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75992047","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 : 2021-06-04DOI: 10.1080/19411243.2021.1934231
A. Carroll, N. Bagatell
With the rising number of children diagnosed with autism spectrum disorder (ASD), interventions that are evidence-based and responsive to the occupational needs of families as a unit are needed. Tw...
{"title":"A Two Caregiver-Implemented Intervention Using Occupation-Centered Coaching","authors":"A. Carroll, N. Bagatell","doi":"10.1080/19411243.2021.1934231","DOIUrl":"https://doi.org/10.1080/19411243.2021.1934231","url":null,"abstract":"With the rising number of children diagnosed with autism spectrum disorder (ASD), interventions that are evidence-based and responsive to the occupational needs of families as a unit are needed. Tw...","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"15 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80816401","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 : 2021-06-01DOI: 10.1080/19411243.2021.1934226
Heather Watt, L. Richards, Heidi Woolley, Pollie Price, Sarah Gray
Historically, school-based occupational therapists have used more pullout than integrated therapy. Recent trends for therapy provision in regular classrooms may be a catalyst for changing practice ...
{"title":"Integrated Services or Pullout? Factors Influencing School-based Occupational Therapy Service Delivery Models","authors":"Heather Watt, L. Richards, Heidi Woolley, Pollie Price, Sarah Gray","doi":"10.1080/19411243.2021.1934226","DOIUrl":"https://doi.org/10.1080/19411243.2021.1934226","url":null,"abstract":"Historically, school-based occupational therapists have used more pullout than integrated therapy. Recent trends for therapy provision in regular classrooms may be a catalyst for changing practice ...","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"17 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83547809","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 : 2021-05-26DOI: 10.1080/19411243.2021.1910609
Deborah Schwind, M. Orlin, Leslie F. Davidson, Girija Kaimal
The aim of this study was to evaluate a school-based Community Based Instruction program for students with autism in the elementary school. Developed and coordinated by an occupational therapist, t...
{"title":"Evaluating a Novel Approach to Community Based Instruction (CBI) in Elementary School for Students With Autism","authors":"Deborah Schwind, M. Orlin, Leslie F. Davidson, Girija Kaimal","doi":"10.1080/19411243.2021.1910609","DOIUrl":"https://doi.org/10.1080/19411243.2021.1910609","url":null,"abstract":"The aim of this study was to evaluate a school-based Community Based Instruction program for students with autism in the elementary school. Developed and coordinated by an occupational therapist, t...","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"34 1","pages":"1-27"},"PeriodicalIF":0.0,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75877235","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 : 2021-04-19DOI: 10.1080/19411243.2021.1910607
Lucieny Almohalha, J. Santos, L. Pfeifer
ABSTRACT The purpose of this research was to organize a cross-cultural adaptation study and analyze the reproducibility and test-retest reliability of the Infant Sensory Profile 2 (ISP2Br) to Brazilian babies. It was hypothesized that the instrument would be validated for use with Brazilian babies. The English language version of the profile was translated and culturally adapted into Brazilian Portuguese, then administered to a group of 135 caregivers of infant from birth to 06 months and then re-administered to a portion of the sample (35 caregivers) for 7 to 14 days for test-retest reliability. Participants were recruited from an outpatient pediatric clinic of a federal university in Brazil and at two pediatric research laboratories. The internal consistency and test-retest reliability was analyzed using the Cronbach’s alpha and kappa coefficient, respectively. As it is a norm-referenced standardized assessment, the cutoff scores used were 1.0 and 2.0 standard deviations above and below the mean for each group of items established as the preliminary cutoff scores for the Brazilian children. Findings showed that cultural adaptation led to adjustments in some terms used in the ISP2Br and it showed good internal consistency (>0.70) relating to the total scale; however, when it was analyzed for sensory areas, all alpha values were <0.70. Regarding the test-retest, the values fell into the category of near-perfect agreement (0.81 < k < 1.00). The ISP2Br was found to be valid and reliable and allows occupational therapists to identify differences in sensory patterns in Brazilian babies compared to the original standardization sample, responding differently from would expect.
摘要本研究旨在组织一项跨文化适应研究，分析巴西婴儿感官特征2 (ISP2Br)的可重复性和重测信度。据推测，该仪器将被证实适用于巴西婴儿。该资料的英文版本被翻译成巴西葡萄牙语，并在文化上进行了调整，然后对135名婴儿的护理人员进行了管理，从出生到06个月，然后对一部分样本(35名护理人员)进行了7至14天的重新测试。参与者是从巴西一所联邦大学的儿科门诊诊所和两个儿科研究实验室招募的。内部一致性和重测信度分别采用Cronbach 's alpha和kappa系数进行分析。由于这是一种标准参照的标准化评估，因此所使用的截止分数为每组项目的平均值上下1.0和2.0个标准差，作为巴西儿童的初步截止分数。研究结果表明，文化适应导致了ISP2Br中使用的一些术语的调整，并且与总量表显示出良好的内部一致性(>0.70);然而，当对感觉区域进行分析时，所有alpha值均<0.70。对于test-retest，这些值属于接近完全一致的类别(0.81 < k < 1.00)。ISP2Br被发现是有效和可靠的，它允许职业治疗师识别巴西婴儿与原始标准化样本相比感觉模式的差异，反应与预期不同。
{"title":"CROSS-CULTURAL ADAPTATION AND RELIABILITY OF THE INFANT SENSORY PROFILE 2 FOR BRAZILIAN BABIES","authors":"Lucieny Almohalha, J. Santos, L. Pfeifer","doi":"10.1080/19411243.2021.1910607","DOIUrl":"https://doi.org/10.1080/19411243.2021.1910607","url":null,"abstract":"ABSTRACT The purpose of this research was to organize a cross-cultural adaptation study and analyze the reproducibility and test-retest reliability of the Infant Sensory Profile 2 (ISP2Br) to Brazilian babies. It was hypothesized that the instrument would be validated for use with Brazilian babies. The English language version of the profile was translated and culturally adapted into Brazilian Portuguese, then administered to a group of 135 caregivers of infant from birth to 06 months and then re-administered to a portion of the sample (35 caregivers) for 7 to 14 days for test-retest reliability. Participants were recruited from an outpatient pediatric clinic of a federal university in Brazil and at two pediatric research laboratories. The internal consistency and test-retest reliability was analyzed using the Cronbach’s alpha and kappa coefficient, respectively. As it is a norm-referenced standardized assessment, the cutoff scores used were 1.0 and 2.0 standard deviations above and below the mean for each group of items established as the preliminary cutoff scores for the Brazilian children. Findings showed that cultural adaptation led to adjustments in some terms used in the ISP2Br and it showed good internal consistency (>0.70) relating to the total scale; however, when it was analyzed for sensory areas, all alpha values were <0.70. Regarding the test-retest, the values fell into the category of near-perfect agreement (0.81 < k < 1.00). The ISP2Br was found to be valid and reliable and allows occupational therapists to identify differences in sensory patterns in Brazilian babies compared to the original standardization sample, responding differently from would expect.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"34 1","pages":"61 - 71"},"PeriodicalIF":0.0,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77027018","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 : 2021-04-15DOI: 10.1080/19411243.2021.1914268
Kaylyn Buzzell, Jenna Feeney, Lauren Gentile, Sara Morris, Stacey Webster, Ellen Herlache-Pretzer
ABSTRACT Aim: This program evaluation examined the effects of occupational therapy (OT)-led fine motor centers (FMCs) on the fine motor skills of typically-developing preschool-aged children. Methods: This program evaluation was completed with 29 children from two preschool Great Start Readiness Program classrooms. The experimental group received OT-led FMCs twice per week for 8 weeks; the control group continued with their regular curriculum. The fine motor subtest of the Miller Function and Participation Scales (M-FUN) was used to collect data regarding fine motor skills pre- and post- intervention and 6 weeks post-intervention. A two-way mixed ANOVA was utilized for data analysis. Results: Baseline M-FUN scores of the control and experimental group at pre-test were not significantly different (p>0.067). There was a significant difference between the groups at post-test and follow-up testing (p<0.006, p<0.001). The experimental group demonstrated significant differences in M-FUN scores pre- to post-test, post-test to follow-up, and pre-test to follow-up (p<0.000, p<0.000, p<0.026); there was no significant difference in control group M-FUN scores pre- to post-test or post-test to follow-up (p>0.090, p>0.060). There was a significant difference in control group scores pre-test to follow-up (p<0.011). Additionally, 85.7% of participants in the experimental group had fine motor delays at pre-test; at follow-up testing, only 7% had delays. Eighty-six percent of control group participants had fine motor delays at pre-test; 53.3% of participants still had delays at follow-up testing. Conclusion: OT-led FMCs in preschool classrooms may improve fine motor skills of preschool-aged students; additional research with a larger sample size is suggested.
{"title":"Effects of occupational therapy - led fine motor centers on fine motor skills of preschool-aged children: An evidence-based program evaluation","authors":"Kaylyn Buzzell, Jenna Feeney, Lauren Gentile, Sara Morris, Stacey Webster, Ellen Herlache-Pretzer","doi":"10.1080/19411243.2021.1914268","DOIUrl":"https://doi.org/10.1080/19411243.2021.1914268","url":null,"abstract":"ABSTRACT Aim: This program evaluation examined the effects of occupational therapy (OT)-led fine motor centers (FMCs) on the fine motor skills of typically-developing preschool-aged children. Methods: This program evaluation was completed with 29 children from two preschool Great Start Readiness Program classrooms. The experimental group received OT-led FMCs twice per week for 8 weeks; the control group continued with their regular curriculum. The fine motor subtest of the Miller Function and Participation Scales (M-FUN) was used to collect data regarding fine motor skills pre- and post- intervention and 6 weeks post-intervention. A two-way mixed ANOVA was utilized for data analysis. Results: Baseline M-FUN scores of the control and experimental group at pre-test were not significantly different (p>0.067). There was a significant difference between the groups at post-test and follow-up testing (p<0.006, p<0.001). The experimental group demonstrated significant differences in M-FUN scores pre- to post-test, post-test to follow-up, and pre-test to follow-up (p<0.000, p<0.000, p<0.026); there was no significant difference in control group M-FUN scores pre- to post-test or post-test to follow-up (p>0.090, p>0.060). There was a significant difference in control group scores pre-test to follow-up (p<0.011). Additionally, 85.7% of participants in the experimental group had fine motor delays at pre-test; at follow-up testing, only 7% had delays. Eighty-six percent of control group participants had fine motor delays at pre-test; 53.3% of participants still had delays at follow-up testing. Conclusion: OT-led FMCs in preschool classrooms may improve fine motor skills of preschool-aged students; additional research with a larger sample size is suggested.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"6 1","pages":"248 - 256"},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89809543","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 : 2021-04-15DOI: 10.1080/19411243.2021.1875389
E. Klein, Ivonne Montgomery, J. Zwicker
ABSTRACT An integral part of occupational therapy practice in early intervention involves assessment and treatment of pre-printing challenges and determination of printing readiness; however, the evidence to inform best practice has not been thoroughly investigated. This paper is part of a larger scoping review that focused on theoretical frameworks for printing readiness and evidence for pre-printing development and skills. This companion paper undertook a critical evaluation of pre-printing interventions and programs, based on a new proposed integrated theoretical framework outlined in Klein et al. (2021, same issue). Of the 98 articles included in the scoping review, 12 were intervention-based studies. Most of these intervention studies were rated at a low level of evidence and often utilized a bottom-up approach for intervention, which is maligned with current best practice principles. Direct task-based learning is considered best practice for handwriting interventions; however, there is a paucity of research studies at higher levels of evidence that evaluate this approach for pre-printing intervention. Commercially available pre-printing programs that incorporate tenets of an integrated theoretical framework for printing readiness exist; however, there is a gap in the literature evaluating their effectiveness. Empirically evaluated pre-printing interventions and programs that are rooted in an integrated approach are needed, drawing on principles from emergent literacy and neurodevelopmental frameworks, embracing top-down, task-based learning. Development and use of these programs in early intervention will facilitate collaborative partnerships between occupational therapists, educators, and parents for developmentally appropriate pre-printing intervention that fit within curriculum expectations. As so few evidence-based pre-printing programs exist, once developed, there will be a critical need to research their effectiveness.
{"title":"Evidence for Pre-printing Interventions: A Scoping Review","authors":"E. Klein, Ivonne Montgomery, J. Zwicker","doi":"10.1080/19411243.2021.1875389","DOIUrl":"https://doi.org/10.1080/19411243.2021.1875389","url":null,"abstract":"ABSTRACT An integral part of occupational therapy practice in early intervention involves assessment and treatment of pre-printing challenges and determination of printing readiness; however, the evidence to inform best practice has not been thoroughly investigated. This paper is part of a larger scoping review that focused on theoretical frameworks for printing readiness and evidence for pre-printing development and skills. This companion paper undertook a critical evaluation of pre-printing interventions and programs, based on a new proposed integrated theoretical framework outlined in Klein et al. (2021, same issue). Of the 98 articles included in the scoping review, 12 were intervention-based studies. Most of these intervention studies were rated at a low level of evidence and often utilized a bottom-up approach for intervention, which is maligned with current best practice principles. Direct task-based learning is considered best practice for handwriting interventions; however, there is a paucity of research studies at higher levels of evidence that evaluate this approach for pre-printing intervention. Commercially available pre-printing programs that incorporate tenets of an integrated theoretical framework for printing readiness exist; however, there is a gap in the literature evaluating their effectiveness. Empirically evaluated pre-printing interventions and programs that are rooted in an integrated approach are needed, drawing on principles from emergent literacy and neurodevelopmental frameworks, embracing top-down, task-based learning. Development and use of these programs in early intervention will facilitate collaborative partnerships between occupational therapists, educators, and parents for developmentally appropriate pre-printing intervention that fit within curriculum expectations. As so few evidence-based pre-printing programs exist, once developed, there will be a critical need to research their effectiveness.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"58 1","pages":"400 - 436"},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73663368","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：