Search

ABSTRACTThis 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.

Introduction This study examines parents’ perceptions of environmental factors in home, school and community settings on daily functioning of adolescents with executive function deficits. The aim was to map environmental supports and barriers and identify factors that predict functioning.Method Parents of 81 adolescents (10–14 years) completed the Behavior Rating Inventory of Executive Function, Participation and Environment Measure for Children and Youth (PEM-CY) part B and Child Evaluation Checklist (CHECK). We used the BRIEF scores to form a group of adolescents with executive function deficits (n= 41) and a matched group with typical development (n= 40). Correlation and discriminate analyses compared environmental factors across groups (PEM-CY) and identified those that predict daily functioning (CHECK).Results Compared to parents of adolescents with typical development, parents of adolescents with executive function deficits reported significantly more environmental barriers than supports (PEM-CY). School and community social demands of activity predicted the adolescents’ current daily functioning (CHECK).Conclusion Cognitive and social demands of activities appear to be common factors that limit functioning of adolescents with executive function deficits in home, school and community environments. The PEM-CY part B can promote awareness of the main support and barrier factors and help focus goals for efficient intervention programmes for these adolescents.

Background. Occupational therapists, especially those in education systems, are challenged to define their professional roles and identities.Purpose. This research evaluated the Role-Perception Questionnaire for Occupational Therapists in the Education System’s (RP-OT) psychometric properties, the Professional Identity Scale (PIS) internal consistency among occupational therapists, and relationships among role perception, professional identity, and demographic characteristics.Method. A sample of 147 occupational therapists in education systems completed the RP-OT and PIS. We conducted exploratory factor analysis and calculated Cronbach alpha to evaluate the RP-OT and PIS psychometric properties. Relationships were examined using Pearson correlation.Findings. The RP-OT was found reliable and valid, with medium-to-strong correlations among role perception, professional identity, and demographics. Teamwork in the education systemwas the major predictor (82%) of professional identity.Implications. Teamwork is part of the professional role of occupational therapists in the education system and a significant component for developing their positive professional-identity perception.