Pub Date : 2021-01-25DOI: 10.1080/19411243.2021.1875384
Patricia Laverdure, Emily Nemec, Connie C. Johnson, Tammy Blake
ABSTRACT The purpose of this systematic review is to describe current evidence regarding interventions that improve the participation and performance of chores in children and youth with disabilities from the ages of 3 to 21. A systematic review of articles published between 2000 and 2019 was conducted using the PRISMA-P systematic review methodology. An a priori PICO framework was used to search databases, article reference lists, and selected journals. Chosen articles were annotated, evaluated for risk of bias, and synthesized to develop recommendations for school and early intervention practitioners. Titles and abstracts of 632 articles were reviewed and 7 articles that evaluated interventions that improve performance of chores in children and youth met inclusion criteria. There is evidence to support the use of occupation-based intervention, care-giver coaching, cognitive-behavioral strategies, and technology supports in occupational interventions to improve performance of chores in children and youth with disabilities and improve their long-term outcomes.
{"title":"Evaluating Interventions that Improve Participation in Chores in Children and Youth with Disabilities: A Systematic Review","authors":"Patricia Laverdure, Emily Nemec, Connie C. Johnson, Tammy Blake","doi":"10.1080/19411243.2021.1875384","DOIUrl":"https://doi.org/10.1080/19411243.2021.1875384","url":null,"abstract":"ABSTRACT The purpose of this systematic review is to describe current evidence regarding interventions that improve the participation and performance of chores in children and youth with disabilities from the ages of 3 to 21. A systematic review of articles published between 2000 and 2019 was conducted using the PRISMA-P systematic review methodology. An a priori PICO framework was used to search databases, article reference lists, and selected journals. Chosen articles were annotated, evaluated for risk of bias, and synthesized to develop recommendations for school and early intervention practitioners. Titles and abstracts of 632 articles were reviewed and 7 articles that evaluated interventions that improve performance of chores in children and youth met inclusion criteria. There is evidence to support the use of occupation-based intervention, care-giver coaching, cognitive-behavioral strategies, and technology supports in occupational interventions to improve performance of chores in children and youth with disabilities and improve their long-term outcomes.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"18 1","pages":"257 - 273"},"PeriodicalIF":0.0,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81649090","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 : 2021-01-21DOI: 10.1080/19411243.2021.1875387
D. Lavine, Vanessa D. Jewell, Bobbi S Greiner
ABSTRACT Caregivers frequently find the premature birth of a child as a crisis. This pilot study explored the perceived types of stress experienced by parents of premature infants and the impact on caregiving. Caregivers completed the Impact of Events Scale-Revised (IES-R; n = 4) and participated in a focus group (n = 3) or interview (n = 1). Caregivers’ total scores on the IES-R ranged from 2 to 42. Themes included: emotions experienced at birth through the present, occupational loss, and the role of occupational therapy in the home. Although preliminary, findings indicated caregivers experienced high levels of stress that may impact co-occupations with premature infants.
{"title":"Preliminary Exploration of Caregiver Stress Responses after a Child’s Premature Delivery","authors":"D. Lavine, Vanessa D. Jewell, Bobbi S Greiner","doi":"10.1080/19411243.2021.1875387","DOIUrl":"https://doi.org/10.1080/19411243.2021.1875387","url":null,"abstract":"ABSTRACT Caregivers frequently find the premature birth of a child as a crisis. This pilot study explored the perceived types of stress experienced by parents of premature infants and the impact on caregiving. Caregivers completed the Impact of Events Scale-Revised (IES-R; n = 4) and participated in a focus group (n = 3) or interview (n = 1). Caregivers’ total scores on the IES-R ranged from 2 to 42. Themes included: emotions experienced at birth through the present, occupational loss, and the role of occupational therapy in the home. Although preliminary, findings indicated caregivers experienced high levels of stress that may impact co-occupations with premature infants.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"93 9","pages":"235 - 247"},"PeriodicalIF":0.0,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19411243.2021.1875387","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72483955","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 : 2021-01-07DOI: 10.1080/19411243.2020.1862729
Kelle DeBoth PhD, OTR/L, Madalynn Wendland PT, DPT, Tyler Bilinovic MOT, OTR/L, Chelsea Sanford MOT, OTR/L
ABSTRACT Children with disabilities, such as those with sensory processing differences or motor impairments, often have limited opportunities for community participation. Moreover, the degree to which caregivers perceive community spaces to be accessible and appropriate for their children can be a determining influence. This study evaluated caregiver perceptions of a “sensory friendly” event led by an urban university in partnership with a local children’s museum. Caregivers completed post-event surveys over a 12-month period. A total of 10 surveys (29% response rate) were completed, and questions were combined into a priori categories of interest for comparison. Results indicate that caregivers perceived child participation as significantly more favorable than many other aspects and interactions occurring during the event. In addition, mobility supports were significantly more favorable than modified sensory activities. Findings suggest that positive perceptions of child engagement in a modified community environment can decrease barriers to participation, however more research is warranted.
{"title":"Caregiver Perceptions of Child Participation in Sensory Friendly Community Events","authors":"Kelle DeBoth PhD, OTR/L, Madalynn Wendland PT, DPT, Tyler Bilinovic MOT, OTR/L, Chelsea Sanford MOT, OTR/L","doi":"10.1080/19411243.2020.1862729","DOIUrl":"https://doi.org/10.1080/19411243.2020.1862729","url":null,"abstract":"ABSTRACT Children with disabilities, such as those with sensory processing differences or motor impairments, often have limited opportunities for community participation. Moreover, the degree to which caregivers perceive community spaces to be accessible and appropriate for their children can be a determining influence. This study evaluated caregiver perceptions of a “sensory friendly” event led by an urban university in partnership with a local children’s museum. Caregivers completed post-event surveys over a 12-month period. A total of 10 surveys (29% response rate) were completed, and questions were combined into a priori categories of interest for comparison. Results indicate that caregivers perceived child participation as significantly more favorable than many other aspects and interactions occurring during the event. In addition, mobility supports were significantly more favorable than modified sensory activities. Findings suggest that positive perceptions of child engagement in a modified community environment can decrease barriers to participation, however more research is warranted.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"55 1","pages":"291 - 306"},"PeriodicalIF":0.0,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72718031","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 : 2021-01-05DOI: 10.1080/19411243.2020.1862727
Kewalin Panyo, Suchitporn Lersilp, Supawadee Putthinoi, H. Hsu
ABSTRACT This systematic review reviewed the trend of providing the transition service in the occupational therapy process for students with disabilities. A total of 4,739 articles were entered into international and Thai databases such as Scopus, PubMed, ERIC, Cochrane, ProQuest, and OTseeker, CUIR, NRCT, TNRR, and ThaiLIS between 2005 and 2020. This study was guided by the research question, “what is the current evidence of the transition service being provided to students with disabilities in the occupational therapy process?” The Population Intervention Comparison Outcome (PICO) and Occupational Therapy Practice Framework (OTPF)-III were used to design the search terms and evaluate the methodological quality of the data. The results found that 15 articles met the criteria for consideration. There were two articles at level I, one article at level II, two articles at level III, seven at level IV, and three at level V of evidence. Most of the studies had a school-based approach and appropriate methodologies, but less psychometric property testing of research instruments.
{"title":"Transition Service in the Occupational Therapy Process for Students with Disabilities: A Systematic Review","authors":"Kewalin Panyo, Suchitporn Lersilp, Supawadee Putthinoi, H. Hsu","doi":"10.1080/19411243.2020.1862727","DOIUrl":"https://doi.org/10.1080/19411243.2020.1862727","url":null,"abstract":"ABSTRACT This systematic review reviewed the trend of providing the transition service in the occupational therapy process for students with disabilities. A total of 4,739 articles were entered into international and Thai databases such as Scopus, PubMed, ERIC, Cochrane, ProQuest, and OTseeker, CUIR, NRCT, TNRR, and ThaiLIS between 2005 and 2020. This study was guided by the research question, “what is the current evidence of the transition service being provided to students with disabilities in the occupational therapy process?” The Population Intervention Comparison Outcome (PICO) and Occupational Therapy Practice Framework (OTPF)-III were used to design the search terms and evaluate the methodological quality of the data. The results found that 15 articles met the criteria for consideration. There were two articles at level I, one article at level II, two articles at level III, seven at level IV, and three at level V of evidence. Most of the studies had a school-based approach and appropriate methodologies, but less psychometric property testing of research instruments.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"44 1","pages":"343 - 355"},"PeriodicalIF":0.0,"publicationDate":"2021-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77469456","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 : 2021-01-02DOI: 10.1080/19411243.2021.1899644
Patricia Laverdure, Bridgette LeCompte
ABSTRACT The Policy–Advocacy–Leadership (PAL) column is developed to initiate and facilitate important dialog about health care and educational policy, and develop and share the knowledge, tools, and resources that enable occupational therapy practitioners to be effective advocates for our clients, our practice, and our profession. In this column, we examine the lessons learned as we adjusted to the federal, state and local responses to the coronavirus pandemic.
{"title":"Policy, Advocacy and Leadership Column: Lessons Learned from COVID-19: A Leadership and Advocacy Perspective","authors":"Patricia Laverdure, Bridgette LeCompte","doi":"10.1080/19411243.2021.1899644","DOIUrl":"https://doi.org/10.1080/19411243.2021.1899644","url":null,"abstract":"ABSTRACT The Policy–Advocacy–Leadership (PAL) column is developed to initiate and facilitate important dialog about health care and educational policy, and develop and share the knowledge, tools, and resources that enable occupational therapy practitioners to be effective advocates for our clients, our practice, and our profession. In this column, we examine the lessons learned as we adjusted to the federal, state and local responses to the coronavirus pandemic.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"5 1","pages":"1 - 9"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81923644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-20DOI: 10.1080/19411243.2020.1862728
Y. Fogel, S. Rosenblum, N. Josman
ABSTRACT This study examines parents’ perspectives of the participation patterns (frequency, involvement, and parental desire for change) in their adolescent children’s everyday functioning with and without executive function deficit profiles. Parents of 81 adolescents (10–14) years) with executive function deficits (n = 41) and a matched group of parents of adolescents with typical development (n = 40) completed the Participation and Environment Measure for Children and Youth (PEM-CY) questionnaire. The questionnaire includes the adolescents’ participation frequency and involvement in common everyday functions in three environments (home, school, and community) and parental desire for change. Parents of adolescents with executive function deficits reported that their children participated significantly less (in frequency and involvement) in many activities within each environment than parents of typically developing adolescents reported. Additional significant group differences were evident, particularly when comparing parental desires to change their adolescent children’s participation. Each environment’s characteristics regarding the structure level and different activity demands are discussed as a possible reason for these differences in participation. The challenges and complexity of raising a child with everyday functioning difficulties might be one reason for the differences in parents’ desire for change.
{"title":"Participation Patterns of Adolescents with and without Executive Function Deficits: Parents’ Perspectives","authors":"Y. Fogel, S. Rosenblum, N. Josman","doi":"10.1080/19411243.2020.1862728","DOIUrl":"https://doi.org/10.1080/19411243.2020.1862728","url":null,"abstract":"ABSTRACT This study examines parents’ perspectives of the participation patterns (frequency, involvement, and parental desire for change) in their adolescent children’s everyday functioning with and without executive function deficit profiles. Parents of 81 adolescents (10–14) years) with executive function deficits (n = 41) and a matched group of parents of adolescents with typical development (n = 40) completed the Participation and Environment Measure for Children and Youth (PEM-CY) questionnaire. The questionnaire includes the adolescents’ participation frequency and involvement in common everyday functions in three environments (home, school, and community) and parental desire for change. Parents of adolescents with executive function deficits reported that their children participated significantly less (in frequency and involvement) in many activities within each environment than parents of typically developing adolescents reported. Additional significant group differences were evident, particularly when comparing parental desires to change their adolescent children’s participation. Each environment’s characteristics regarding the structure level and different activity demands are discussed as a possible reason for these differences in participation. The challenges and complexity of raising a child with everyday functioning difficulties might be one reason for the differences in parents’ desire for change.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"75 1","pages":"325 - 342"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85755208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-08DOI: 10.1080/19411243.2020.1852466
J. Njelesani, Kristen Attard, Amanda Duimstra, Naomi Zenderman
School bullying undermines students’ participation and functioning and is within the scope of practice for school-based occupational therapists to address. The Multi-Tiered System of Support (MTSS)...
校园欺凌破坏了学生的参与和功能，属于学校职业治疗师的实践范围。多层支援系统(MTSS)…
{"title":"Addressing School Bullying with a Multi-tiered System of Support Approach","authors":"J. Njelesani, Kristen Attard, Amanda Duimstra, Naomi Zenderman","doi":"10.1080/19411243.2020.1852466","DOIUrl":"https://doi.org/10.1080/19411243.2020.1852466","url":null,"abstract":"School bullying undermines students’ participation and functioning and is within the scope of practice for school-based occupational therapists to address. The Multi-Tiered System of Support (MTSS)...","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82268195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-22DOI: 10.1080/19411243.2020.1837047
Katy A. Shire, Jo M C Atkinson, Emily A. Williams, John P. Pickavance, S. Magallón, Liam J B Hill, Amanda H. Waterman, D. Sugden, M. Mon-Williams
ABSTRACT We describe the development of an evidence-based motor intervention and an implementation pilot study in ten primary schools, involving 515 children (4–11 years). ‘Helping Handwriting SHINE’ (HHS) is a novel, school-led, group-based handwriting intervention. Teaching staff delivered HHS and provided feedback through a questionnaire, reporting that: (i) the children found the tasks enjoyable; (ii) the background and booklet instructions were easy to understand, (iii) there was a need for more comprehensive staff training. The teaching staff made recommendations about session duration, group size, resource availability, and age differentiation of tasks. These suggestions are applicable to the development of any school-based group-led motor intervention, and we used this feedback to refine the HHS intervention. This study shows that implementing school-led motor interventions at scale is possible. Moreover, the work provides insights into the factors to consider when developing school-based motor interventions prior to conducting randomized controlled trials (RCT). The process outlined in this manuscript has led to an RCT to test the effectiveness of HHS within primary schools.
{"title":"Developing and Implementing a School-led Motor Intervention for Children with Handwriting Difficulties","authors":"Katy A. Shire, Jo M C Atkinson, Emily A. Williams, John P. Pickavance, S. Magallón, Liam J B Hill, Amanda H. Waterman, D. Sugden, M. Mon-Williams","doi":"10.1080/19411243.2020.1837047","DOIUrl":"https://doi.org/10.1080/19411243.2020.1837047","url":null,"abstract":"ABSTRACT We describe the development of an evidence-based motor intervention and an implementation pilot study in ten primary schools, involving 515 children (4–11 years). ‘Helping Handwriting SHINE’ (HHS) is a novel, school-led, group-based handwriting intervention. Teaching staff delivered HHS and provided feedback through a questionnaire, reporting that: (i) the children found the tasks enjoyable; (ii) the background and booklet instructions were easy to understand, (iii) there was a need for more comprehensive staff training. The teaching staff made recommendations about session duration, group size, resource availability, and age differentiation of tasks. These suggestions are applicable to the development of any school-based group-led motor intervention, and we used this feedback to refine the HHS intervention. This study shows that implementing school-led motor interventions at scale is possible. Moreover, the work provides insights into the factors to consider when developing school-based motor interventions prior to conducting randomized controlled trials (RCT). The process outlined in this manuscript has led to an RCT to test the effectiveness of HHS within primary schools.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"178 1","pages":"274 - 290"},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86311027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-18DOI: 10.1080/19411243.2020.1835601
D. Pierce, A. Spence, Lisa Sakemiller, C. Roberts
ABSTRACT This study of occupational therapy services to students with disabilities, 14 to 16 years of age, demonstrated effectiveness (Pierce, Spence, Sakemiller, & Roberts, 2020). The intervention approach was developed by 14 school-based occupational therapy personnel from 10 Midwestern school districts and described using grounded theory. Forty-two students participated, receiving transition assessments and one hour per week of service over two academic years. Interventions emphasized peer-group projects, prevocational exploration, self-determination, and life skills. Additional themes were the unique skills required to serve adolescents, assessment accuracy, managing therapy time, inter-professional collaborations, and pioneering new practices.
{"title":"School-based Transition Readiness Services for Adolescents with Disabilities","authors":"D. Pierce, A. Spence, Lisa Sakemiller, C. Roberts","doi":"10.1080/19411243.2020.1835601","DOIUrl":"https://doi.org/10.1080/19411243.2020.1835601","url":null,"abstract":"ABSTRACT This study of occupational therapy services to students with disabilities, 14 to 16 years of age, demonstrated effectiveness (Pierce, Spence, Sakemiller, & Roberts, 2020). The intervention approach was developed by 14 school-based occupational therapy personnel from 10 Midwestern school districts and described using grounded theory. Forty-two students participated, receiving transition assessments and one hour per week of service over two academic years. Interventions emphasized peer-group projects, prevocational exploration, self-determination, and life skills. Additional themes were the unique skills required to serve adolescents, assessment accuracy, managing therapy time, inter-professional collaborations, and pioneering new practices.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"14 1","pages":"207 - 224"},"PeriodicalIF":0.0,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87673725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-22DOI: 10.1080/19411243.2020.1835599
P. G. Morato-Espino, I. Gomez
ABSTRACT There is limited information on the use of non-directive, child-initiated and child-directed play in occupational therapy. Play as an occupation characterized by internal control, intrinsic motivation, suspension from reality, and engaged in with focus on the process rather than the product necessitates child-centeredness with initiation and direction led by the child. This research aims to determine whether Filipino occupational therapists’ (OTs) attitudes, knowledge, and behavior are consistent with the principles of child-centered practice. A secondary analysis of a previous online survey was conducted. Purposive sampling and snow-balling techniques were used to select and recruit participants. Data were analyzed using descriptive statistics. A total of 91 OTs participated in the study. Results of the study indicate OTs generally are child-centered in their attitude & behavior. However, responses to certain items under attitude (children need to be given correct answers to questions and children tend to make right decisions) and behavior (abilities to facilitate decision making and responsibility in children and to facilitate spontaneity and creativity during play) indicate some reservations with the approach. The current attitude, knowledge and behavior of Filipino occupational therapists indicate alignment with child-centered principles but with reservations. This may affect how play is utilized in practice.
{"title":"Utilizing Child-centered Approach in Occupational Therapy: Are Occupational Therapists Ready for It?","authors":"P. G. Morato-Espino, I. Gomez","doi":"10.1080/19411243.2020.1835599","DOIUrl":"https://doi.org/10.1080/19411243.2020.1835599","url":null,"abstract":"ABSTRACT There is limited information on the use of non-directive, child-initiated and child-directed play in occupational therapy. Play as an occupation characterized by internal control, intrinsic motivation, suspension from reality, and engaged in with focus on the process rather than the product necessitates child-centeredness with initiation and direction led by the child. This research aims to determine whether Filipino occupational therapists’ (OTs) attitudes, knowledge, and behavior are consistent with the principles of child-centered practice. A secondary analysis of a previous online survey was conducted. Purposive sampling and snow-balling techniques were used to select and recruit participants. Data were analyzed using descriptive statistics. A total of 91 OTs participated in the study. Results of the study indicate OTs generally are child-centered in their attitude & behavior. However, responses to certain items under attitude (children need to be given correct answers to questions and children tend to make right decisions) and behavior (abilities to facilitate decision making and responsibility in children and to facilitate spontaneity and creativity during play) indicate some reservations with the approach. The current attitude, knowledge and behavior of Filipino occupational therapists indicate alignment with child-centered principles but with reservations. This may affect how play is utilized in practice.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"74 1","pages":"10 - 18"},"PeriodicalIF":0.0,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88168418","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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