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Collaborative practices are espoused in the literature as best practice. Following a needs assessment, data indicated that collaborative practices between teachers and occupational therapists were not happening consistently and were in need of improvement. Further research is needed to determine elementary teachers' perceptions of the value of collaboration with occupational therapists in order to ensure maximum benefit for the students. This study focused on identifying elementary teachers' perceptions of the value of collaboration with occupational therapists and validating the need for improved occupational therapy supports in the school environment. An anonymous electronic survey approach was used as the data collection method. The invitation to participate and the survey link were distributed to five school administrators, within the chosen geographic area, who forwarded the invitation and survey link to their site's teaching staff. The survey included nineteen close-ended questions and one open-ended item for additional comments. While the majority of the participants indicated having had students receive occupational therapy services (96.05%), only 36.84% (N = 28) of the participants reported collaborating often with the occupational therapist to address the needs of the students. 73.68% (N = 56) of the participants perceived collaboration with the occupational therapist as valuable for providing effective classroom strategies and having a positive impact on student success. 82.89% of participants reported that more education about school-based occupational therapy would be beneficial. Findings indicated that school-based occupational therapists need to find ways to improve their collaborative practices with teachers. Teachers would like to learn more about the role of occupational therapists and the classroom strategies they can offer.

Occupational therapy affords many role options. Academic faculty is one example of a role. Faculty are expected to participate in teaching, service, and research/scholarship activities within their roles, as shaped by institutional type. This article highlights the academic journey and considerations for embracing leadership as teacher-scholars in occupational therapy. [ABSTRACT FROM AUTHOR]

Individuals with intellectual disabilities are employed at lower rates than those without disabilities and evidence supports the use of assistive technology (AT) devices to improve vocational outcomes for this population. This feasibility study investigated the impact of AT training to establish a framework to guide secondary transition programming and research. The results offer valuable information to inform decisions about further training and interventions. This guidance aims to enhance the capacity for quality AT service delivery for young adults transitioning into work roles within this program. Successful implementation of person-centered AT problem-solving and decision-making could positively impact the integrated employment options and opportunities for young adults with intellectual disabilities. [ABSTRACT FROM AUTHOR]

Suggests that parents help children by reading to them daily, helping them follow directions, modeling tasks, "maximizing events," and modeling behaviors. Parents need to ensure that older children know how to study, have a proper study environment, are organized, are the objects of interest, and have proper behavior modeled for them. (DG)

This article reviews 49 studies describing the use of differential reinforcement procedures to reduce maladaptive responding of persons with severe or profound mental retardation. Reviewed were the differential reinforcement of (1) alternative behavior; (2) low rates of responding; (3) other behavior; and (4) incompatible behavior. Findings were categorized by demographics, methodology, and results. (DB)

Discusses how parents can discipline their children successfully. Distinguishes between punishment, permissiveness, and discipline. Provides parents with guidelines on positive steps in disciplining their children with practices that are appropriate to the child's age and developmental level, especially infants, toddlers, and preschool children. (BB)

Offers guidelines for use in questioning children about incidents of sexual abuse. Guidelines concern children's cognitive capabilities, social and emotional responses, and language abilities. Includes the story of a 4.5-year-old girl who was questioned in court. (BB)

Discusses major changes in society and family life that disrupt the relationship between grandparents and grandchildren. These changes include separation by distance, divorce, death, or grandparents' choice. Maintains grandchildren can benefit from close contact with grandparents in terms of shared experiences. (BB)

The purpose of this study was to explore users' perspectives on power wheelchair service delivery and understand their involvement in the equipment trial and selection process. Five power wheelchair users participated in. Responses and interview data analysis supported four main themes describing variability in the evaluation practices of the provider team, how consumers' participation goals were impacted by equipment usability, consumer involvement in equipment selection influenced satisfaction, and illustrated the complexities in the service delivery process. The conclusion suggests consumer involvement in the trial and selection process may contribute to power wheelchair outcome usability, satisfaction, and occupational engagement. [ABSTRACT FROM AUTHOR]

Explains that adolescence is the process of "becoming" and suggests that anyone who spends time around teens participates in the crises of becoming. (Author/MP)

Maintains that grief and other emotional behaviors and feelings associated with the death of a child can be most effectively managed when they are acknowledged and shared. (BB)

Suggests that, if parents are to raise respectful children, they must respect children as they are, have realistic expectations for family life in the 1990s, and be honest with their children and themselves. (BC)

Maintains that adults can improve the quality of their lives by working to help meet children's needs. This can be done by advocating and legislating for children, and by donating time, energy, and financial resources to children. (BB)

Discusses five myths associated with parents' giving praise or positive feedback to their children. Myths are children thrive on praise; praise increases a child's self-confidence; lavish praise is not addictive; praise motivates children; and parents should practice withholding praise to toughen up children. (BB)

Provides advice to single parents on ways to help their preadolescent children get in touch with their feelings and prepare for positive life experiences. The advice is highlighted with a case study. (BB)

Many families are in crisis and the effect on children is staggering. The three main stresses of children and families today are divorce and remarriage, violence, and lack of communication in families. Efforts must be made to avoid losing the greatest natural resource: families. (DG)

Understanding student perceptions about the writing process is an important assessment component in occupational therapy education. This study provides information about self-regulation in writing, promoting components of critical thinking, student commitment, and perceived learning strategies. [ABSTRACT FROM AUTHOR]

Abstract: Occupational therapy, physical therapy, and speech language pathology services may be of significant help to patients of nurse practitioners (NPs) in primary care. NPs should be aware of the depth and breadth of services offered by these colleagues, and consider early referral to them. This article describes the different rehabilitation disciplines and some of the ways in which their services may benefit patients. [Copyright &y& Elsevier]

Theoretical constructs on the values of splinting the hand are reviewed. Therapists treating poststroke patients face a fast changing technology environment. This new technology allows scientists and physicians the opportunity to evaluate brain function. Scientists can increase understanding of the effects of stroke on function based upon location and severity. Physicians can evaluate the effects of medication and their interaction with the brain. Technology is unmasking the brain’s vast ability to adapt and restore function due to its plasticity. Therapists must be diligent to gain knowledge of this everchanging science. Current research challenges the efficacy of splinting patients who are post stroke. If muscle and joint systems are allowed to become stiff and nonfunctional, what becomes of the sensory input to the brain? Now more than ever, therapists have an opportunity to apply motor reeducation with functionally based tasks and demonstrate the value of rehabilitation. This will only be realized if the peripheral muscle and joint systems are kept at a functional length. Custom splints applied after careful evaluation and as a adjunct prior to treatment will maximize functional outcomes. [ABSTRACT FROM AUTHOR]

Written in the form of a letter to a fifth grader, this essay explains why school is important and how to get the most out of schooling. Topics include getting along with teachers; home projects to enliven math, reading, science, and spelling; and the importance of appearance, breakfast, supplies, and sleep in preparing for school. (CB)

Explains the benefits of pet ownership for young children. (SKC)

Describes the activities of three 11- to 13-year-old cousins and one two-year-old during a family vacation. Discusses the youngsters' swings from adult-like behavior to childish rambunctiousness in terms of adult expectations and attitudes. (CB)

Addresses the pressures of early academic learning among young children and presents parents with three guidelines for pursuing early learning experiences: readiness, observation, and options. (BB)

Suggests steps that parents (in particular), teachers, and other adults can take to help relieve children's stress and to help children cope with stress at home and in school. (BB)

Discusses child rearing practices which can be learned from the Cosby Show. Consistently interwoven in the dialog each week are family guidelines related to self-esteem building, independence, trust, values, and humor. (RJC)

Offers parents and teachers suggestions on ways to help preadolescents develop positive self-esteem. A case study illustrates students' need for self-esteem. (BB)

Discusses ways in which call-in hotlines provide assistance to latchkey children. Describes ways in which parents can provide a feeling of safety for latchkey children and cure feelings of loneliness and boredom through structured activities.(RJC)

Maintains that preschool and kindergarten curricula should encourage experiential learning, and not just formal academic education. (BB)

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. This project brings to our attention OT's important role in meeting the ever-changing service needs of individuals with autism spectrum disorder (ASD) as they transition into adulthood. Comparative analysis of pretest, posttest, and maintenance assessment scores offers insight into changes and begins an important discussion of how we can improve and sustain adaptive life skills in adolescents with ASD for the long-term goal of changing their trajectory for greater independence. Primary Author and Speaker: Elizabeth Grant Additional Authors and Speakers: Shirley O'Brien, Geela Spira Contributing Authors: Scott Tomchek [ABSTRACT FROM AUTHOR]

Perceptions of occupational therapists (OTs) working in primary care settings are presented. Unique services provided, role negotiation, strategies for educating team members on the scope of occupational therapy services, and methods for advocating for OTs' role in primary care are explored to promote effective client outcomes. [ABSTRACT FROM AUTHOR]

Date Presented 03/27/20 This project brings to our attention OT's important role in meeting the ever-changing service needs of individuals with autism spectrum disorder (ASD) as they transition into adulthood. Comparative analysis of pretest, posttest, and maintenance assessment scores offers insight into changes and begins an important discussion of how we can improve and sustain adaptive life skills in adolescents with ASD for the long-term goal of changing their trajectory for greater independence. Primary Author and Speaker: Elizabeth Grant Additional Authors and Speakers: Shirley O'Brien Contributing Authors: Gayle Spira, Scott Tomchek [ABSTRACT FROM AUTHOR]

Describes the modern family fable that places an overemphasis on material possessions, prestige and success, leaving children feeling like possessions of little worth because there is a vacuum where children seek depth and commitment to form their own values and beliefs. (HOD)

Illustrates how one mother and her 10-year-old son worked out a latchkey arrangement for after school. (PCB)