Pub Date : 2020-10-15DOI: 10.1080/19411243.2020.1835600
Tiffany Bolton, Brittney Stevenson, William E. Janes
ABSTRACT Researchers utilized a prospective cohort study design to explore the feasibility and construct validity of a novel handwriting assessment for preschoolers, the Just Write! (JW), written by the authors. Thirty-seven children from an area preschool participated in the study by completing the JW and the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI). The results indicate the JW is feasible and sensitive to change. In addition, the authors consider implications for further standardization of the JW assessment.
{"title":"Assessing Handwriting in Preschool-aged Children: Feasibility and Construct Validity of the “Just Write!” Tool","authors":"Tiffany Bolton, Brittney Stevenson, William E. Janes","doi":"10.1080/19411243.2020.1835600","DOIUrl":"https://doi.org/10.1080/19411243.2020.1835600","url":null,"abstract":"ABSTRACT Researchers utilized a prospective cohort study design to explore the feasibility and construct validity of a novel handwriting assessment for preschoolers, the Just Write! (JW), written by the authors. Thirty-seven children from an area preschool participated in the study by completing the JW and the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI). The results indicate the JW is feasible and sensitive to change. In addition, the authors consider implications for further standardization of the JW assessment.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"14 1","pages":"153 - 161"},"PeriodicalIF":0.0,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75378706","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 : 2020-10-02DOI: 10.1080/19411243.2020.1822257
Danielle Alonzi-Gold, Lenin C. Grajo
ABSTRACT There is currently a gap in available assessments for evaluating school readiness in children with Autism Spectrum Disorder (ASD). The Kindergarten Readiness Inventory (K-READI) is a non-standardized screener for basic kindergarten readiness skills of children with autism. The K-READI includes five subscales to assess overall school readiness, which include: (1) school activities of daily living, (2) school-related activities, (3) basic school concepts, (4) social participation, and (5) school behavior. The K-READI is proposed as a screener for collaborative treatment planning and further evaluation. The purpose of this study was to determine the content validity and clinical utility of the K-READI. To determine the content validity of the K-READI, the researchers recruited seven participants who were identified as pediatric occupational therapy practitioners or autism experts to review the K-READI. Item level content validity index (I-CVI) and scale level validity (S-CVI) were calculated, as well as modified kappa indices to reduce probability of chance agreement. The K-READI was then revised based on feedback from the content experts. To determine clinical utility of the K-READI, the researchers recruited 16 pediatric occupational therapists to assess the clinical usage of the revised version of the tool. Responses were thematized and analyzed as collective case studies. The content experts agreed that 17 of the 19 items in the K-READI are essential items to screen for kindergarten readiness. Two of the scale items (Cleans Up and Eye Contact) were removed from the K-READI. The other 17 items and scales were also revised and refined for clarity based on feedback. Modified kappa indices showed excellent level of agreement between raters supporting validity of the I-CVI and S-CVI findings. Clinician reviewers found that the K-READI is a potentially useful tool in practice. Four themes emerged from the analysis of clinical utility responses: The K-READI is (1) a thorough assessment of school readiness skills, (2) generally easy to use, (3) may have potential challenges in administration in different settings, and (4) assesses real life school occupations as a reflection of ecological validity. The K-READI shows initial content validity and potential usefulness in clinical practice. Future research directions include the need to establish construct validity and test reliability of the tool.
{"title":"The Content Validity and Clinical Utility of the Kindergarten Readiness Inventory (K-READI): A Screening Tool of School Readiness for Children on the Autism Spectrum","authors":"Danielle Alonzi-Gold, Lenin C. Grajo","doi":"10.1080/19411243.2020.1822257","DOIUrl":"https://doi.org/10.1080/19411243.2020.1822257","url":null,"abstract":"ABSTRACT There is currently a gap in available assessments for evaluating school readiness in children with Autism Spectrum Disorder (ASD). The Kindergarten Readiness Inventory (K-READI) is a non-standardized screener for basic kindergarten readiness skills of children with autism. The K-READI includes five subscales to assess overall school readiness, which include: (1) school activities of daily living, (2) school-related activities, (3) basic school concepts, (4) social participation, and (5) school behavior. The K-READI is proposed as a screener for collaborative treatment planning and further evaluation. The purpose of this study was to determine the content validity and clinical utility of the K-READI. To determine the content validity of the K-READI, the researchers recruited seven participants who were identified as pediatric occupational therapy practitioners or autism experts to review the K-READI. Item level content validity index (I-CVI) and scale level validity (S-CVI) were calculated, as well as modified kappa indices to reduce probability of chance agreement. The K-READI was then revised based on feedback from the content experts. To determine clinical utility of the K-READI, the researchers recruited 16 pediatric occupational therapists to assess the clinical usage of the revised version of the tool. Responses were thematized and analyzed as collective case studies. The content experts agreed that 17 of the 19 items in the K-READI are essential items to screen for kindergarten readiness. Two of the scale items (Cleans Up and Eye Contact) were removed from the K-READI. The other 17 items and scales were also revised and refined for clarity based on feedback. Modified kappa indices showed excellent level of agreement between raters supporting validity of the I-CVI and S-CVI findings. Clinician reviewers found that the K-READI is a potentially useful tool in practice. Four themes emerged from the analysis of clinical utility responses: The K-READI is (1) a thorough assessment of school readiness skills, (2) generally easy to use, (3) may have potential challenges in administration in different settings, and (4) assesses real life school occupations as a reflection of ecological validity. The K-READI shows initial content validity and potential usefulness in clinical practice. Future research directions include the need to establish construct validity and test reliability of the tool.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"14 1","pages":"75 - 89"},"PeriodicalIF":0.0,"publicationDate":"2020-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73541196","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 : 2020-09-24DOI: 10.1080/19411243.2020.1822261
Ellen M. Martino, Jennifer E. Lape
ABSTRACT Fine motor performance skills are essential for children’s successful educational participation. Kindergarten curriculums are increasingly academic with less emphasis on play-based learning. Increased expectations for kindergarten readiness do not align with developmental milestones. Occupational therapists are uniquely positioned to support students and teachers with preparing for kindergarten. This six-week collaborative intervention utilized fine motor and sensory activity centers, integrated within the classroom, to promote kindergarten readiness for 16 preschool students. Pre- and post-testing indicated clinically significant gains in readiness skills. Results of this pilot study support the effectiveness of integrating occupational therapy within the preschool classroom to improve kindergarten readiness skills.
{"title":"Occupational therapy in the preschool classroom - Promoting fine motor and visual motor skills for kindergarten readiness","authors":"Ellen M. Martino, Jennifer E. Lape","doi":"10.1080/19411243.2020.1822261","DOIUrl":"https://doi.org/10.1080/19411243.2020.1822261","url":null,"abstract":"ABSTRACT Fine motor performance skills are essential for children’s successful educational participation. Kindergarten curriculums are increasingly academic with less emphasis on play-based learning. Increased expectations for kindergarten readiness do not align with developmental milestones. Occupational therapists are uniquely positioned to support students and teachers with preparing for kindergarten. This six-week collaborative intervention utilized fine motor and sensory activity centers, integrated within the classroom, to promote kindergarten readiness for 16 preschool students. Pre- and post-testing indicated clinically significant gains in readiness skills. Results of this pilot study support the effectiveness of integrating occupational therapy within the preschool classroom to improve kindergarten readiness skills.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"62 5 1","pages":"134 - 152"},"PeriodicalIF":0.0,"publicationDate":"2020-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83434711","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 : 2020-09-23DOI: 10.1080/19411243.2020.1822260
A. Kapasi, J. Pei, Kathryn Kryska, Vannesa Joly, K. Gill, Sandra Thompson-Hodgetts, K. McLachlan, G. Andrew, C. Rasmussen
ABSTRACT Adolescents with Fetal Alcohol Spectrum Disorder (FASD) experience a range of cognitive, behavioral, and physical difficulties, including difficulties with self-regulation. We investigated self-regulation strategy use in adolescents with FASD who completed a self-regulation intervention program. The intervention was an adapted version of the Alert Program®, and it was delivered in hospital settings in two Canadian cities. We explored the types of strategies chosen by adolescents in the intervention, reported strategy use outside of the intervention, and feedback from adolescent participants about the program. We used both descriptive statistics and qualitative data to examine self-regulation strategy use in adolescents with FASD. Adolescents with FASD were found to use both sensory and non-sensory strategies to help them regulate at the beginning of each intervention session. Participants reported increasingly using the information they learned from the intervention program outside of the intervention, and the majority of participants reported using the information to help them at school. Overall, 96% of participants reported that they enjoyed the program, and 91% of participants reported that the things they learned in the program are helpful in their daily lives. Three themes emerged from a qualitative analysis of data gathered on the adolescents' experiences in the program: increasing capacity, sharing knowledge, and connecting meaningfully. These themes highlight important components of the intervention program. Implications for the use of a self-regulation intervention for adolescents with FASD are discussed. We specifically note the importance of differentiating between sensory and non-sensory regulation strategies, and the need for more research to increase our understanding of the use and impact of self-regulation strategies in adolescents with FASD.
{"title":"Exploring Self-Regulation Strategy Use in Adolescents with FASD","authors":"A. Kapasi, J. Pei, Kathryn Kryska, Vannesa Joly, K. Gill, Sandra Thompson-Hodgetts, K. McLachlan, G. Andrew, C. Rasmussen","doi":"10.1080/19411243.2020.1822260","DOIUrl":"https://doi.org/10.1080/19411243.2020.1822260","url":null,"abstract":"ABSTRACT Adolescents with Fetal Alcohol Spectrum Disorder (FASD) experience a range of cognitive, behavioral, and physical difficulties, including difficulties with self-regulation. We investigated self-regulation strategy use in adolescents with FASD who completed a self-regulation intervention program. The intervention was an adapted version of the Alert Program®, and it was delivered in hospital settings in two Canadian cities. We explored the types of strategies chosen by adolescents in the intervention, reported strategy use outside of the intervention, and feedback from adolescent participants about the program. We used both descriptive statistics and qualitative data to examine self-regulation strategy use in adolescents with FASD. Adolescents with FASD were found to use both sensory and non-sensory strategies to help them regulate at the beginning of each intervention session. Participants reported increasingly using the information they learned from the intervention program outside of the intervention, and the majority of participants reported using the information to help them at school. Overall, 96% of participants reported that they enjoyed the program, and 91% of participants reported that the things they learned in the program are helpful in their daily lives. Three themes emerged from a qualitative analysis of data gathered on the adolescents' experiences in the program: increasing capacity, sharing knowledge, and connecting meaningfully. These themes highlight important components of the intervention program. Implications for the use of a self-regulation intervention for adolescents with FASD are discussed. We specifically note the importance of differentiating between sensory and non-sensory regulation strategies, and the need for more research to increase our understanding of the use and impact of self-regulation strategies in adolescents with FASD.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"2000 1","pages":"184 - 206"},"PeriodicalIF":0.0,"publicationDate":"2020-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88196216","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 : 2020-09-20DOI: 10.1080/19411243.2020.1822259
Lina Ianni, B. Mazer, A. Thomas, L. Snider
ABSTRACT Children with Attention Deficit Hyperactivity Disorder (ADHD), a neurobehavioral disorder prevalent in childhood, demonstrate a persistent pattern of inattention and hyperactive and/or impulsive behavior that is more severe than their typically developing peers. Much of this challenging behavior is observed in the classroom. However, current literature on ADHD for school-aged children largely examines issues of clinical diagnosis and pharmacological management. Consequently, the associated challenges in functional limitations and participation restrictions that these children demonstrate have not been well examined. Fortunately, as members of the school-based team, occupational therapists are uniquely suited to address this important perspective. Therefore, the purpose of this study was to 1) identify the scope of occupational therapy (OT) practices in assessment, intervention and service delivery with children/youth with ADHD across Canada, 2) indicate potential research and practice gaps, and 3) discuss future implications with respect to OT intervention for children with ADHD. A bilingual national survey was created based on a comprehensive literature review and consultation with experts in pediatrics and knowledge translation. The survey link was sent to pediatric occupational therapists across Canada through mailing lists obtained from national and provincial organizations. A total of 172 surveys were completed (response rate = 10%). The majority of respondents reported that children with ADHD comprised 26–75% of their caseloads. More than 90% of respondents reported using OT interventions to address skills related to impairments (sensory processing), activity (fine motor function), and participation (school functioning) in their treatment of children with attentional disorders. OTs frequently reported using sensory-based principles to address the behavioral symptoms of children with ADHD. The most common form of service delivery was individualized sessions, followed by consultation. Potential gaps and implications at the research, practice and organizational levels are discussed to further support the role of OT with school-aged children with ADHD.
{"title":"The Role of Occupational Therapy with Children with Attention Deficit Hyperactivity Disorder (ADHD): A Canadian National Survey","authors":"Lina Ianni, B. Mazer, A. Thomas, L. Snider","doi":"10.1080/19411243.2020.1822259","DOIUrl":"https://doi.org/10.1080/19411243.2020.1822259","url":null,"abstract":"ABSTRACT Children with Attention Deficit Hyperactivity Disorder (ADHD), a neurobehavioral disorder prevalent in childhood, demonstrate a persistent pattern of inattention and hyperactive and/or impulsive behavior that is more severe than their typically developing peers. Much of this challenging behavior is observed in the classroom. However, current literature on ADHD for school-aged children largely examines issues of clinical diagnosis and pharmacological management. Consequently, the associated challenges in functional limitations and participation restrictions that these children demonstrate have not been well examined. Fortunately, as members of the school-based team, occupational therapists are uniquely suited to address this important perspective. Therefore, the purpose of this study was to 1) identify the scope of occupational therapy (OT) practices in assessment, intervention and service delivery with children/youth with ADHD across Canada, 2) indicate potential research and practice gaps, and 3) discuss future implications with respect to OT intervention for children with ADHD. A bilingual national survey was created based on a comprehensive literature review and consultation with experts in pediatrics and knowledge translation. The survey link was sent to pediatric occupational therapists across Canada through mailing lists obtained from national and provincial organizations. A total of 172 surveys were completed (response rate = 10%). The majority of respondents reported that children with ADHD comprised 26–75% of their caseloads. More than 90% of respondents reported using OT interventions to address skills related to impairments (sensory processing), activity (fine motor function), and participation (school functioning) in their treatment of children with attentional disorders. OTs frequently reported using sensory-based principles to address the behavioral symptoms of children with ADHD. The most common form of service delivery was individualized sessions, followed by consultation. Potential gaps and implications at the research, practice and organizational levels are discussed to further support the role of OT with school-aged children with ADHD.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"105 1","pages":"162 - 183"},"PeriodicalIF":0.0,"publicationDate":"2020-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80695143","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 : 2020-08-13DOI: 10.1080/19411243.2020.1799903
A. Salamat, Dragana Krpalek, H. Javaherian
ABSTRACT This study explored the role of occupational therapy practitioners (OTPs) in school-based practice addressing mental health (MH) needs of all students. A sequential explanatory mixed method design which included two stages. Stage One: 61 OTPs in Southern California completed an online survey. Stage Two: 15 OTPs engaged in either an interview or a focus group. The survey data revealed that OTPs spent less time addressing MH issues than their caseload seemed to require. Autism spectrum disorder and anxiety disorder were addressed more frequently in comparison to grieving, thought disorder, schizophrenia, bipolar disorder, and self-harm. Respondents were more likely to address MH issues using individual intervention and prevention strategies rather than a promotional approach. The majority of respondents were unfamiliar with the American Occupational Therapy Association School MH Tool Kit. Four themes emerged from qualitative data: Process of receiving support and services, OTPs perceived scope of practice in school-based settings, Approaches to address MH, and Barriers to address MH needs in school-based practice. Currently OTPs in Southern California face a number of challenges in addressing MH problems among children in school-based settings.
{"title":"Occupational Therapy Practitioners’ Perspectives about Addressing Mental Health across School-Based Settings in Southern California","authors":"A. Salamat, Dragana Krpalek, H. Javaherian","doi":"10.1080/19411243.2020.1799903","DOIUrl":"https://doi.org/10.1080/19411243.2020.1799903","url":null,"abstract":"ABSTRACT This study explored the role of occupational therapy practitioners (OTPs) in school-based practice addressing mental health (MH) needs of all students. A sequential explanatory mixed method design which included two stages. Stage One: 61 OTPs in Southern California completed an online survey. Stage Two: 15 OTPs engaged in either an interview or a focus group. The survey data revealed that OTPs spent less time addressing MH issues than their caseload seemed to require. Autism spectrum disorder and anxiety disorder were addressed more frequently in comparison to grieving, thought disorder, schizophrenia, bipolar disorder, and self-harm. Respondents were more likely to address MH issues using individual intervention and prevention strategies rather than a promotional approach. The majority of respondents were unfamiliar with the American Occupational Therapy Association School MH Tool Kit. Four themes emerged from qualitative data: Process of receiving support and services, OTPs perceived scope of practice in school-based settings, Approaches to address MH, and Barriers to address MH needs in school-based practice. Currently OTPs in Southern California face a number of challenges in addressing MH problems among children in school-based settings.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"1 1","pages":"27 - 38"},"PeriodicalIF":0.0,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75608665","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 : 2020-08-13DOI: 10.1080/19411243.2020.1799905
Sherry R. Stancliff, H. Baist
ABSTRACT The project used a mixed quantitative and qualitative pretest-posttest design to determine the impact of consultation and collaboration of occupational therapy services in a faith-based preschool. Preschool teachers were educated on the importance of motor skill development in preschool students, as well as how to create motor skill opportunities within the classroom setting. Preschool teachers who completed the 6-week educational modules with consultation indicated improved confidence in abilities to incorporate motor development activities into the preschool day. The project supported consultation between the occupational therapist and teacher as a successful method of intervention to meet student needs.
{"title":"Improving Community-Based Preschool Teacher Confidence","authors":"Sherry R. Stancliff, H. Baist","doi":"10.1080/19411243.2020.1799905","DOIUrl":"https://doi.org/10.1080/19411243.2020.1799905","url":null,"abstract":"ABSTRACT The project used a mixed quantitative and qualitative pretest-posttest design to determine the impact of consultation and collaboration of occupational therapy services in a faith-based preschool. Preschool teachers were educated on the importance of motor skill development in preschool students, as well as how to create motor skill opportunities within the classroom setting. Preschool teachers who completed the 6-week educational modules with consultation indicated improved confidence in abilities to incorporate motor development activities into the preschool day. The project supported consultation between the occupational therapist and teacher as a successful method of intervention to meet student needs.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"69 1","pages":"59 - 74"},"PeriodicalIF":0.0,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74354189","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 : 2020-08-02DOI: 10.1080/19411243.2020.1799904
D. Onwumere, Yamaris M. Cruz, L. Harris, Katherine A. Malfucci, S. Seidman, Cynthia Boone, Kristie Patten
ABSTRACT A growing number of autistic students enter the school system, many with the capabilities of doing grade-level work. For these students, there seems to be a lack of focus on executive functioning, self-regulation, daily living skills (DLS), and self-determination. The Independence Curriculum (IC) is a set of units addressing identified areas of challenges and supports autistic students. The study aimed to examine the effectiveness of the IC intervention with autistic middle school students on the autism spectrum (ASD). A convenience sample of thirteen 5th-grade participants diagnosed with ASD (n = 13) in an inclusive public school program was screened using a Middle School Checklist for eligibility for the IC to be used in middle school one time a week. Outcomes measures included the AIR Self-Determination Scale (AIR-S), Goal Attainment Scaling (GAS), and the Vineland Adaptive Behavior Scales-II (VABS-2)-Daily Living Skills Domain. The results of this study demonstrate a significant improvement in student reported self-determination on the AIR-S and 70% goal attainment in executive functioning and self-regulation. The IC can be an effective curriculum for increasing functional independence while facilitating self-determination in middle school autistic students.
越来越多的自闭症学生进入学校系统，其中许多人有能力完成年级水平的工作。对于这些学生来说，似乎缺乏对执行功能、自我调节、日常生活技能(DLS)和自决的关注。独立课程(IC)是一套单元，解决确定的挑战领域，并支持自闭症学生。本研究旨在探讨IC干预对自闭症中学生自闭症谱系(ASD)的有效性。在一个包容性的公立学校项目中，13名被诊断为ASD的5年级参与者(n = 13)的方便样本使用中学检查表进行筛选，以确定是否有资格在中学每周使用一次IC。结果测量包括AIR自我决定量表(AIR- s)、目标实现量表(GAS)和Vineland适应行为量表- ii (VABS-2)-日常生活技能领域。本研究的结果表明，学生报告的自我决定在AIR-S和70%的目标达成在执行功能和自我调节显著改善。本课程可以有效地提高中学自闭症学生的功能独立性，同时促进他们的自我决定。
{"title":"The Impact of an Independence Curriculum on Self-Determination and Function in Middle School Autistic Students","authors":"D. Onwumere, Yamaris M. Cruz, L. Harris, Katherine A. Malfucci, S. Seidman, Cynthia Boone, Kristie Patten","doi":"10.1080/19411243.2020.1799904","DOIUrl":"https://doi.org/10.1080/19411243.2020.1799904","url":null,"abstract":"ABSTRACT A growing number of autistic students enter the school system, many with the capabilities of doing grade-level work. For these students, there seems to be a lack of focus on executive functioning, self-regulation, daily living skills (DLS), and self-determination. The Independence Curriculum (IC) is a set of units addressing identified areas of challenges and supports autistic students. The study aimed to examine the effectiveness of the IC intervention with autistic middle school students on the autism spectrum (ASD). A convenience sample of thirteen 5th-grade participants diagnosed with ASD (n = 13) in an inclusive public school program was screened using a Middle School Checklist for eligibility for the IC to be used in middle school one time a week. Outcomes measures included the AIR Self-Determination Scale (AIR-S), Goal Attainment Scaling (GAS), and the Vineland Adaptive Behavior Scales-II (VABS-2)-Daily Living Skills Domain. The results of this study demonstrate a significant improvement in student reported self-determination on the AIR-S and 70% goal attainment in executive functioning and self-regulation. The IC can be an effective curriculum for increasing functional independence while facilitating self-determination in middle school autistic students.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"61 1","pages":"103 - 117"},"PeriodicalIF":0.0,"publicationDate":"2020-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89179904","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 : 2020-07-02DOI: 10.1080/19411243.2020.1787293
Kelle K. DeBoth, Carol A. Olszewski, Nicole Roberge, Monica Owen
ABSTRACT People of all ages can appreciate and engage in the occupation of music. Music can be enjoyed through listening, playing an instrument, singing, and dancing. It has significance in many people’s lives; however, few intervention programs outside the field of music therapy exist that capitalize on the therapeutic potential of music in pediatric populations with disabilities. More specifically, when utilized in an enriched sensory environment, the auditory stimuli and feedback music naturally provide becomes a therapeutic tool especially for children with visual impairments. We designed an interprofessional intervention program, combining the expertise of an occupational therapist and of a music therapist to systematically teach piano keyboarding to preschool children with impaired vision. We conducted a small, mixed methods non-randomized pilot case study to determine how such a program could be successfully embedded into a preschool setting, to examine if fine motor skills improve post-intervention, and to study the perceived effects on participants and their families. Participants were selected from an urban preschool classroom designed specifically for children with visual impairments, and four students met the inclusion and exclusion criteria. Preliminary results suggest that fine motor skills did improve after participating in this program for 20 minutes twice a week, over a 6-week period. Participants found the “just right challenge” through song selection and progressed toward defined song mastery within 1–2 sessions, maintaining motivation and enjoyment. In addition, the program was successfully integrated into the preschool schedule and a parent interview revealed favorable perceptions of the programs and its effects.
{"title":"Interprofessional Occupational Therapy and Music Therapy Piano Keyboard Intervention for Preschoolers with Visual Impairments: A Non-Randomized Pilot Case Study","authors":"Kelle K. DeBoth, Carol A. Olszewski, Nicole Roberge, Monica Owen","doi":"10.1080/19411243.2020.1787293","DOIUrl":"https://doi.org/10.1080/19411243.2020.1787293","url":null,"abstract":"ABSTRACT People of all ages can appreciate and engage in the occupation of music. Music can be enjoyed through listening, playing an instrument, singing, and dancing. It has significance in many people’s lives; however, few intervention programs outside the field of music therapy exist that capitalize on the therapeutic potential of music in pediatric populations with disabilities. More specifically, when utilized in an enriched sensory environment, the auditory stimuli and feedback music naturally provide becomes a therapeutic tool especially for children with visual impairments. We designed an interprofessional intervention program, combining the expertise of an occupational therapist and of a music therapist to systematically teach piano keyboarding to preschool children with impaired vision. We conducted a small, mixed methods non-randomized pilot case study to determine how such a program could be successfully embedded into a preschool setting, to examine if fine motor skills improve post-intervention, and to study the perceived effects on participants and their families. Participants were selected from an urban preschool classroom designed specifically for children with visual impairments, and four students met the inclusion and exclusion criteria. Preliminary results suggest that fine motor skills did improve after participating in this program for 20 minutes twice a week, over a 6-week period. Participants found the “just right challenge” through song selection and progressed toward defined song mastery within 1–2 sessions, maintaining motivation and enjoyment. In addition, the program was successfully integrated into the preschool schedule and a parent interview revealed favorable perceptions of the programs and its effects.","PeriodicalId":92676,"journal":{"name":"Journal of occupational therapy, schools & early intervention","volume":"40 1","pages":"39 - 58"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87991432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-28DOI: 10.1080/19411243.2020.1787292
O. Fidelis, B. Ogunlade, S. A. Adelakun MSc.
ABSTRACT Mismatches between children’s anthropometric measures and classroom furniture dimensions can cause musculoskeletal disorders and affect performance in classroom activities. The aim of this study was to survey the anthropometric mea sures of primary school children in Akure South Local Government and to evaluate the level of match/mismatch between children’s anthropometric measures and classroom furniture dimensions available to the children. Three hundred children (150 males and 150 females) age 5 to 12 and across three different schools were selected for the study. Permission was sort from the schools’ administrators and consent obtained from the parents of the children. Their anthropometric measures were taken using a standard anthropometer. The dimensions of the classroom furniture were also taken using a tape measure. Only twenty-eight (28) percent of all males in the study have seat heights matching their popliteal heights and only 20% for the females. With the seat depth, 48% of the males have matches while 44% of the females have matches. When the elbow height was compared with the seat-desk height, no match was found. The evidence presented is indicative of high levels of postural overload which affects the performance of classroom activities such as writing, reading, and typing; causing pain and discomfort and consequently reducing attention.
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