Search

Children with developmental disabilities are at risk for limited participation in everyday activities. This study investigated factors that hindered or facilitated participation in 58 children with moderate-to-severe developmental disabilities who attended special schools. The parents completed surveys on their children's participation, developmental profile, environmental restrictions, parental self-efficacy and family demographics. Multiple regression analyses indicated that four variables were identified as strong predictors of specific children's participation and, overall, explained a small-to-moderate magnitude of variance. Social-emotional ability was associated positively with all aspects of children's participation (including diversity, intensity and enjoyment). Children with better communication and those who had only one sibling engaged in a higher number of activities and did so more frequently. The children of parents with higher self-efficacy enjoyed themselves more during participation. The findings provide preliminary information that could be useful for families and health care professionals to facilitate participation of children with moderate-to-severe developmental disabilities.

Collaborative goal setting is recognized as a hallmark of good practice in early intervention (EI). This qualitative study describes mothers' and practitioners' perceptions of the utility of the Family Goal Setting Tool: Autism Spectrum Disorder Version (FGST: ASD Version), which supports family identification and prioritization of goals and collaborative engagement in goal setting meetings. Participants included nine mothers and 11 practitioners involved in an autism spectrum disorder–specific EI service in Australia. Participants were interviewed individually or in focus groups, with conversations transcribed verbatim. Inductive content analysis was employed. Four themes emerged with both mothers and practitioners, suggesting the tool facilitated (a) a comprehensive approach, (b) collaboration, (c) goal prioritization, and (d) reduction in stress of goal setting. Practitioners also described the tool as empowering families and enabling family-centered practice. Mothers and practitioners both reported positive impacts of using the FGST: ASD Version and recommended its continued use. [ABSTRACT FROM AUTHOR]

Purpose: To investigate the relationship between the Children Participation Questionnaire and the Children’s Assessment of Participation with Hands. Materials and methods: Two researchers classified the item contents independently using the International Classification of Functioning, Disability and Health-Child and Youth version as a guide. Parents of 51 children with intellectual and developmental disabilities completed both measures within one month. Results: The linking results indicated that the two participation measures covered a broad range of life domains, which corresponded well to the conceptually matched Activities and Participation categories/chapters of the International Classification of Functioning, Disability and Health-Child and Youth version. A significant moderate link (Spearman’s ρ coefficient = 0.68, p < 0.01) between the two measures was found, and all of their matched domains (except for the educational domain) also revealed small to moderate associations (ρ = 0.47-0.71, p < 0.01). The paired items that asked identical or similar life situations between the two measures demonstrated varying correlation levels. Conclusion: This study provides evidence for the content and construct validity of the two children’s participation measures. The findings also offer important insights about the similarities and differences between the two measures. This knowledge will assist clinicians in selecting outcome measures. Implications for rehabilitation: The Children Participation Questionnaire and Children’s Assessment of Participation with Hands demonstrate good content and convergent validity. The two measures capture distinctive aspects and/or degrees of children’s participation. Clinicians and researchers need to be aware of the similarities and differences between the two measures before selecting outcome measure. [ABSTRACT FROM AUTHOR]

Background: Children with intellectual and developmental disability (IDD) are at risk of experiencing limited participation in recreational activities, where they may be present but not physically engaged.Aim: To compare patterns of physical engagement in recreational activities between children with and without IDD.Methods and Procedures: Fifty children with IDD (26 boys, 24 girls; mean age 8.7 years) were matched for age and sex with 50 typically developing children. Parents completed a questionnaire which captured participation in 11 recreational activities involving hand use as an indication of physical engagement.Outcome and Results: More than 80% of children in both groups participated physically in eight recreational activities, but fewer children with IDD participated in six activities when compared with typically developing children. Children with IDD also participated less frequently in five activities and required more assistance to participate in all the 11 activities. Parents wanted their child with IDD to participate in 10 recreational activities with less assistance.Conclusions and Implications: The difference between the groups related to participation frequency, independence, and parents' desire for changes in their child's participation. Greater efforts are needed to address these differences and to support recreational participation in children with IDD. [ABSTRACT FROM AUTHOR]

Background/aim Education on human rights will place occupational therapists in a strong position to address societal inequities that limit occupational engagement for many client groups. The imminent changes to the Minimum Standard for the Education of Occupational Therapists engender efforts towards social change and will require university-level human rights education. This education might enhance the profession's influence on disadvantaging social structures in order to effect social change. To contribute to the evidence base for social change education in occupational therapy, this research aims to understand the knowledge, skills, confidence and learning experiences of occupational therapy students who completed a human rights course. Methods Final year occupational therapy students responded to questionnaires which included listing human rights, a human rights scale measuring knowledge and confidence for working towards human rights, and open questions. Numbers of rights listed, knowledge scores and confidence scores were calculated. Responses to the open questions were thematically analysed. Results After completing a human rights course, students had good knowledge and moderate confidence to work with human rights. Three themes were identified including 'learning about human rights', 'learning about structural, societal and global perspectives on occupational engagement' and 'learning how occupational therapists can work with groups, communities and populations: becoming articulate and empowered'. Conclusions Human rights education fosters the development of occupational therapists who are skilled, knowledgeable, confident and empowered to address occupational injustices, according to these research findings. To develop a more occupationally just global society, education that considers iniquitous social structures and human rights is necessary. [ABSTRACT FROM AUTHOR]

BackgroundEnvironments are important to children’s participation, but little is known about which environmental factors restrict their participation, particularly in children with moderate to severe developmental disability. MethodParents of 64 children attending special schools completed the Environmental Restriction Questionnaire (ERQ). Two researchers classified the item contents of the ERQ using theInternational Classification of Functioning, Disability and Health – Children and Youth(ICF-CY) to provide uniform interpretation. ResultsAt home, the environmental restrictions related to Products and technology within the ICF-CY. The environmental restrictions in the community involved 3 areas: Products and technology, Support and relationships, and Services, systems, and policies. The environmental restrictions on children’s educational participation originated from Support and relationships and Attitudes of the parents. ConclusionsThe findings offer insights into the critical environmental restrictions on the participation of children with developmental disability. Resources and support that target modifiable environmental factors may help to promote children’s participation. [ABSTRACT FROM PUBLISHER]

Aims:To investigate whether children with probable or definite differences in sensory processing (SP) had participation restrictions, and the relationship between Short Sensory Profile (SSP) scores and children's participation.Methods:The participants were parents of 64 children (mean age 8 years 1 month); 36 with potential impairments in regulating sensory input and filtering out unnecessary stimuli (29 boys, 7 girls) and 28 with typical SP abilities (25 boys, 3 girls). Parents’ completed the SSP and Participation in Childhood Occupations Questionnaire (PICO-Q). The SSP score was used to categorize children as potential SP impairment group and typical SP ability group.Results:Children categorized as having probable or definite differences in SP exhibited significantly lower participation levels and enjoyment than children categorized as having typical SP abilities. However, participation frequency between both groups was similar. Six out of the seven SP impairment types had small to moderate correlations with children's participation (r= 0.25−0.48,p< 0.05). Multiple regression analyses indicated that only three impairment types (Underresponsive/Seeks Sensation, Low Energy/Weak, and Visual/Auditory Sensitivity) were significant predictors of PICO-Q participation domains.Conclusions:The results suggest that children with potential SP impairments have restrictions in the degree of participation and enjoyment. Three SP types were related to specific participation domains, but they explained a small amount of variance or none in some participation domains. Other variables should be considered to identify determinants of children's participation. [ABSTRACT FROM PUBLISHER]

Introduction: Research suggests that learning gained through training is infrequently implemented in the workplace. A shortterm postcourse comentoring program was developed with the aim of facilitating workplace implementation of learning after a 3-day course for occupational therapists. The program was evaluated for usefulness, successes, challenges, recommended improvements, and associations with changes in self-rated knowledge and confidence. Method: Two months after the course, 42 participants completed an evaluation of the comentoring program with closed- and open-ended questions addressing usefulness, successes, challenges, pairing preferences, and recommendations. They also completed a record on whether or not they had worked on goals nominated in their comentoring contract. Before and 2 months after the course, they completed a self-rated questionnaire on knowledge and confidence. Results: The comentoring program was recommended by 80% of participants. Benefits included opportunities for information and resource sharing, debriefing, problem solving, reassurance, and implementation of ideas. Ninety-five percent of participants worked on some or all their comentoring goals. Although there were significant improvements in knowledge (P < 0.001) and confidence (P < 0.001), the total comentoring evaluation score was not significantly associated with these changes. It is therefore possible that these improvements related to the course itself rather than the comentoring program. Challenges related to time, scheduling, distance, and pairing of comentors. Conclusion: Reported benefits of the program included enhanced psychosocial support and prompting to trial newly learned strategies. Effectiveness may be improved by setting aside time for comentoring in the workplace and better matching of comentors. [ABSTRACT FROM AUTHOR]

Aim This study aimed to demonstrate how supervisors and students use their time during the three domains of nutrition and dietetic clinical placement and to what extent patient-care and non-patient activities change during placement compared with pre- and post-placement. Methods A cohort survey design was used with students from two Queensland universities, and their supervisors in 2010. Participants recorded their time use in either a paper-based or an electronic survey. Supervisors' and students' time use was calculated as independent daily means according to time-use categories reported over the length of the placement. Mean daily number of occasions of service, length of occasions of service, project activities and other time use in minutes was reported as productivity output indicators and the data imputed. A linear mixed modelling approach was used to describe the relationship between the stage of placement and time use in minutes. Results Combined students' (n = 21) and supervisors' (n = 29) time use as occasions of service or length of occasions of service in patient-care activities were significantly different pre, during and post placement. On project-based placements in food-service management and community public health nutrition, supervisors' project activity time significantly decreased during placements with students undertaking more time in project activities. Conclusions This study showed students do not reduce occasions of service in patient care, and they enhance project activities in food service and community public health nutrition while on placement. A larger study is required to confirm these results. [ABSTRACT FROM AUTHOR]

Introduction: Occupational Performance Coaching is an intervention provided to parents, which targets their goals in occupational performance for themselves and their children. Preliminary evidence points to its effectiveness; however, little is known about parents' experiences of engaging in Occupational Performance Coaching. Method: Within a larger mixed methods study, a purpose-designed survey comprising open and closed questions was used to explore parents' (N = 29) experiences of engaging in Occupational Performance Coaching. The survey targeted their impressions, learning experiences, and perceptions of the impact of Occupational Performance Coaching. Numerical data were analysed descriptively; written comments were analysed using content analysis. In this case all participants were mothers. Findings: Mothers' descriptions of Occupational Performance Coaching were largely positive. Learning experiences included gaining insights about themselves and their children alongside learning specific strategies to support their children's occupational performance. They reported greater understanding of their children and a perception that Occupational Performance Coaching had engendered a calmer, happier emotional tone within the family. Conclusion: Mothers perceived Occupational Performance Coaching as a valuable means to support their children and themselves to attain occupational performance goals. Findings prompt greater attention to coaching approaches and, more widely, the use of transformative learning as a means to enabling occupation. [ABSTRACT FROM AUTHOR]

Background A dramatic increase in the prevalence of autism spectrum disorders and increased funding to support children with autism spectrum disorders have added to the demand for occupational therapy services. This study explored current practices and future learning priorities of Queensland occupational therapists who work in this field. Method A survey in relation to occupational therapy services for people with autism spectrum disorders was distributed to all registered Queensland occupational therapists ( N = 2547). The development of the survey was informed by a series of focus groups comprising occupational therapy clinicians, supervisors and academics. The survey covered demographics, caseload composition, collaboration, context/setting, service-delivery models, information gathering, goal setting, interventions, perceived challenges and confidence, use of evidence, and experience of professional development and support, and future learning priorities. Results Of 818 surveys returned, 235 respondents provided services to clients with autism spectrum disorders, with young children being more likely to receive a service than adolescents or adults. A pervasive focus on sensory processing was apparent in relation to assessment, intervention, and key areas of knowledge. Around half the respondents indicated that they lacked confidence at least some of the time. Autism spectrum disorders-specific experience was a significant predictor of confidence. Many therapists reported challenges in finding useful information in the literature and reliance on conferences or workshops as their main source of evidence. Commonly identified learning priorities included new developments in the field, early intervention, school support, sensory processing and clinical reasoning. Conclusion This research highlights the need for comprehensive autism spectrum disorders-specific, face-to-face training focusing on evidence-based and occupation-centred practices. [ABSTRACT FROM AUTHOR]

Introduction: Hand skills are essential for children's occupational performance. The Assessment of Children's Hand Skills is a new assessment that utilizes naturalistic observations to capture children's actual hand-skill performance in everyday contexts. This study aimed to explore intra- and inter-rater reliability of the assessment based on video recordings, which are different from original naturalistic observations. Method: Two raters scored video recordings of 54 hand-skill activities performed by 12 children with developmental disabilities, twice in 2 weeks. Intra- and interrater reliability was examined at the individual hand-skill item scores, activity scores, and children's composite scores of the Assessment of Children's Hand Skills. Findings: Intra-rater reliability at item levels was generally acceptable, and both raters exhibited moderate to high agreement between the first and second evaluations (intraclass correlation coefficients = 0.61?0.93) at activity scores and children's composite scores. However, the agreement between the two raters was unacceptable for most hand-skill items and activity scores. After rater effects were adjusted by Rasch analysis in children's composite scores, the inter-rater reliability was improved (intraclass correlation coefficient = 0.81). Conclusion: This study shows that the Assessment of Children's Hand Skills based on video recordings is reliable within the same raters. Further research is required to confirm its inter-rater reliability by involving more training and raters with varied clinical experience. [ABSTRACT FROM AUTHOR]

Background/aims: An understanding of students' perceptions of occupational therapy on entry is required to recognise how professional socialisation occurs through curriculum. Findings pertain to a qualitative study investigating students' perceptions of occupational therapy upon entry to two occupational therapy programmes in Australia. Methods: Students commencing Bachelor of Occupational Therapy and Masters of Occupational Therapy Studies programmes participated in the study ( n = 462). A purpose-designed questionnaire was distributed to students in the first lecture of each programme. Preliminary analysis comprised identification of keywords/phrases and coding categories were generated from patterns of keywords. Frequency counts and percentages of keywords/phrases within categories were completed. Results: Students' responses were categorised as 'what' occupational therapists do; 'how' they do it; 'why' they do it; and 'who' they work with. In 'what' occupational therapists do students frequently described 'helping' people. Both undergraduate and graduate entry masters students used the term 'rehabilitation' to describe how occupational therapy is done, with graduate entry students occasionally responding with 'through occupation' and 'modifying the environment'. Students perceived the 'why' of occupational therapy as getting back to 'everyday activities', with some students emphasising returning to 'normal' activities or life. Regarding the 'who' category, students also thought occupational therapists worked with people with an 'injury' or 'disability'. Conclusions: Students entered their occupational therapy programmes with perceptions consistent with the general public's views of occupational therapy. However, graduate entry students exposed to a pre-reading package prior to entry had more advanced occupational therapy concepts than undergraduate students. [ABSTRACT FROM AUTHOR]

Objectives: This exploratory study investigated the sensory processing patterns of boys with Duchenne muscular dystrophy (DMD) using the Sensory Profile. It was hypothesised that this group would be different to a typically developing sample of American children in the normative sample of the Sensory Profile. In doing so, the utility of the Sensory Profile for a sample of boys with DMD was investigated. Method: Data were gathered from the caregivers of 37 boys with DMD living in Australia, using the Sensory Profile Caregiver Questionnaire. The means of the DMD boys were compared with the means of American boys without disabilities. Results: Boys with DMD were different to the normative sample in the Auditory processing section, two of the five sections in the Modulation domain (Movement affecting activity level and Sensory input affecting emotional responses) and two of the three sections in the Behaviour and Emotional Responses domain (Emotional/ social responses and Behavioural outcomes of sensory processing). Conclusion: This sample of boys with DMD may have had specific areas of sensory processing difficulties. Further research is needed to identify a more suitable tool for the assessment of children with DMD and to examine further the sensory patterns of boys with DMD. [ABSTRACT FROM AUTHOR]

The article focuses on a study conducted to find the validity of an observational Assessment of Children's Hand Skills (ACHS) in children with or without disabilities in Taiwan. 134 children aged 2-12 participated in the study out of which 70 were disabled. One daily living skills questionnaire and three instruments related to hand skills were used in the study along with ACHS. The study found that ACHS can prove effective in measuring and differentiating children's hand skill performance.

Aims: The literature suggests that the effective use of formative assessments enables timely and constructive feedback to be provided to students, leading to enhanced learning. In this article, the effect of the combined use of different interactive formative assessments during large group tutorials was investigated. Methods: This study was carried out in 2009, and involved 115 first-year occupational therapy university students. Game-show quizzes involving the use of audience response system took place during the tutorials to enhance student engagement. Collaborative group testing where quizzes were presented individually, then in groups, was also used. Each student involved was asked to generate questions and answers that contributed to the quizzes and their exam. To examine the influence of interactive formative assessments, two methods of data analysis were used. First, a comparison of the 2009 cohort's exam results with those of the previous year's equivalent students and second, a qualitative analysis of students' completed evaluation questionnaires. Findings: When compared to the previous year's cohort, there was a significant difference in the students' exam results (p < 0.001). Qualitative descriptive analysis of evaluation questionnaires suggested that students perceived the interactive formative assessments as engaging, and assisted them in identifying knowledge gaps and focusing their exam revision. Conclusions: Interactive formative assessments presented in this study led to enhanced learning and were viewed by the students as being fun and engaging, as well as providing immediate feedback. [ABSTRACT FROM AUTHOR]

Despite increasing recognition for the importance of interprofessional education (IPE), little is known about where in the world it occurs, how it is conducted and why it is offered. This international environmental scan was commissioned by the World Health Organization (WHO) to answer these questions and inform efforts to support IPE on a global scale. An internet-based survey targeting educators and researchers in WHO's 193 Member States was conducted between February and April 2008. Participants were recruited by WHO staff through a range of country focal points, collaborating centres, regional networks and partner organizations. The scan garnered 396 responses representing 41 countries from WHO's six regions, various income-economies and many health professions. IPE was often (i) voluntary (22%); (ii) not based on explicit learning outcomes (34%); (iii) not assessed for what was learned (63%); (iv) not offered by trained facilitators (69%); and (v) not formally evaluated (30%). Participants reported many benefits of IPE for education, practice and policy. Results are limited primarily by reliance on self-reports and an English-only, internet-based questionnaire. Significant efforts are required to ensure that IPE is designed, delivered and evaluated in keeping with internationally recognized best practice. [ABSTRACT FROM AUTHOR]