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Supplemental material, sj-docx-1-otj-10.1177_15394492231151882 for Playing Playfully to Overcome Adversity: A Telehealth-Based Group Teacher Training Program by Lola Halperin and Amiya Waldman-Levi in OTJR: Occupation, Participation and Health

Importance: Play, children’s central occupation, and playfulness, its behavioral manifestation, are the foci of occupational therapy intervention. However, information about the development of playfulness behavior and the role of cognitive function is limited. Objective: To explore the development of playfulness and its relation to cognitive functioning from infancy to toddlerhood. Design: Longitudinal study with data collected at ages 6 mo, 18 mo, and 24 mo. Setting: Laboratory (age 6 mo) and home (ages 12 and 18 mo). Participants: Eighty-six typically developing children drawn from a convenience sample of 109 low-risk families of middle to upper socioeconomic status. Measures: The Mullen Scales of Early Learning (MSEL) to assess cognitive functioning and the Test of Playfulness (ToP) to assess children’s playfulness. Results: ToP scores were significantly higher at age 24 mo than at age 6 mo, t(88) = −60.30, p < .001, 95% confidence interval (CI) [−1.47, −1.38]. Correlation analysis revealed that the more playful the infant was at age 6 mo, the higher their cognitive functioning was at age 18 mo and the more playful they were at age 24 mo. Toddlers with higher cognitive performance at age 18 mo demonstrated more playful behavior at age 24 mo (β = 0.120, SE = 0.05, 95% CI [0.0377, −0.2276]). Conclusions and Relevance: Children’s playfulness is evident as early as age 6 mo and continues to develop through toddlerhood, depending on their cognitive growth. Occupational therapists play a key role in working with families with young children, promoting cognitive development to further the development of playfulness behaviors. What This Article Adds: Understanding the development of playfulness and exploring its relationship with cognitive functioning in typically developing children fills important gaps in occupational therapy knowledge and contributes to delivery of early intervention, especially when cognition or playfulness are at risk. Our findings confirmed that cognitive functioning contributes to the development of playfulness.

Importance: Research on the characteristics of father–child play is limited, and how fathers perceive this experience and its contribution to children’s development and the parent–child relationship is insufficiently described. Objective: To explore associations between fathers’ own playfulness, their supportiveness of child playfulness, and child playfulness and fathers’ perceptions of their joint play experiences. Design: Convergent mixed-methods design. Setting: Family homes. Participants: The participants were 57 father–child dyads who resided in a metropolitan area. Children were ages 2 to 5 yr. Interviews with 11 fathers (ages 25–56 yr) were included in the qualitative analysis. Outcomes and Measures: Fathers completed a background questionnaire and the Short Measure of Adult Playfulness (SMAP) and participated in a semistructured interview. Fifteen minutes of video-recorded joint play were scored using the Parent/Caregiver Support of Children’s Playfulness (PCSCP) and the Test of Playfulness (ToP). Results: Fathers’ own playfulness as measured with the SMAP was not related to their child’s playfulness as measured with the ToP; however, their supportive behavior as measured with the PCSCP was associated with their child’s playfulness. Fathers recognized the benefits of joint play for their child’s development. Conclusions and Relevance: The current findings help fill the gap in research linking fathers’ own playfulness and supportiveness during joint play and their child’s playfulness with fathers’ perceptions of this experience. What This Article Adds: Understanding fathers’ perceptions and behaviors can further enhance service delivery to children and families through interprofessional work to benefit parent–child relationships as well as child development.

Introduction This article describes the process of establishing and measuring treatment fidelity of a complex cognitive rehabilitation intervention that uses a metacognitive strategy framework (the multicontext approach). We adapted treatment guidelines for use within an inpatient rehabilitation setting for people with acquired brain injury; explored training methods and therapist perspectives; developed and examined inter-rater reliability of a fidelity measure; and examined adherence to and proficiency of treatment methods. Method Therapist perspectives of the intervention and training were obtained from written questionnaires and reflections. Inter-rater reliability of 21 treatment components across 22 video-recorded treatment sessions was assessed by examining absolute agreement between two raters using Cohen’s kappa. The proportion of treatment components implemented in individual sessions as well as average proficiency ratings was calculated. Results The fidelity measure demonstrated good inter-rater agreement, ranging from 91–100% for treatment adherence and kappa of .77 to .94 for therapist proficiency. Adherence and proficiency varied between therapists but increased to nearly proficient levels with adjustments to training and procedures. Therapists highlighted the critical importance of video review as a training tool. Conclusion The fidelity measure provides a clinical tool for therapist self-reflection, supervision and training, as well as a tool for future research.

Grounded in Attachment Theory core conceptualization, maternal caregiving system, and reflective functioning this study aimed at examining whether maternal mental state and dispositions translate to how mothers play with their children. This study utilized an explanatory sequential mixed-method design consisting of qualitative approach and a quantitative cross-sectional design to explore maternal caregiving, reflective functioning, and support provided to child during joint play at the home environment. Seventy mother-child dyads were sampled for the quantitative phase. Measures used: Caregiving System Function scale, Rumination-Reflection Questionnaire, and an observation scale, Parent/Caregiver Support of Child’s Playfulness to asses 15-min video recording of joint play. Next, twenty observations were selected for the qualitative analysis. Maternal avoidant caregiving predicted reflective functioning, R2 = 0.15, β = −0.038. Anxious caregiving predicted rumination tendency, R2 = 0.16, β = 0.41. Reflective functioning predicted maternal support during joint play, R2 = 0.27, β = 0.27. Maternal caregiving dispositions predicated reflective functioning, which in turn predicted maternal support of child playfulness during joint play. From the qualitative analysis, of a sub-set of 20 dyads, the Balancing of task-oriented and process-oriented behaviors framework emerged and deepened our understanding of joint play experience during middle childhood period. Mothers who demonstrated enhanced support of their child’s playfulness demonstrated higher reflective functioning. Researchers, as well as clinicians, can use the proposed framework to explore maternal support and parental dispositions and its effect on child’s and dyadic behaviors.

Service-learning and interprofessional education are forms of experiential learning that instill confidence in students. This pilot study used a post-service learning survey to explore the benefits of interprofessional education in a service-learning experience with students. Findings indicated that this service-learning experience contributed to the development of cultural awareness, and professional skills, as well as increased team attitudes and perceptions related to the respective roles of occupational and physical therapy students. The following report describes students' perspectives and satisfaction concerning professional development, interprofessional education, and cultural awareness utilizing quantitative and qualitative descriptors.

Supplemental material, BJO898091 Supplemental Material1 for Establishing and measuring treatment fidelity of a complex cognitive rehabilitation intervention: The multicontext approach by Joan Toglia, Alyson Lee, Chelsea Steinberg and Amiya Waldman-Levi in British Journal of Occupational Therapy

Introduction Adults with intellectual developmental disorders may have difficulties undertaking activities of daily living. This study aimed to identify changes in independence in activities of daily living following learning support using individualized everyday technologies. Method A double-baseline case study design explored the use of everyday technology applications and devices to support functional performance of three men aged 32, 33, and 55 years, with mild to moderate intellectual disabilities. Performance of selected tasks was video-recorded and analysed on four occasions for each participant. Baselines were recorded twice before intervention to ensure the participant’s performance of the selected task was consistent. The intervention video was recorded at the midpoint of the participant’s engagement in the study. Post-intervention video was recorded approximately 1 month after the intervention ended. Results All three participants’ functional performance of an activity of daily living task improved in accuracy and efficiency as cues from support workers were gradually faded. After the learning support ceased, technology continued to provide environmental support of participants’ ongoing independence and efficient performance of the activity. Conclusion Everyday technology applications and devices can be utilized together with a guided and structured client-centred approach and task-specific training with individuals with disability and learning difficulties.

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Societal changes in parental roles affect family dynamics; hence, it is imperative to understand the unique characteristics of and contributions of mothers and fathers to child playfulness. This knowledge will better equip OTs to implement interventions based on the type and quality of support provided by parents toward their child’s playfulness. Incorporating strategies tailored to parental joint play styles may have a greater effect on the child’s developmental needs. Primary Author and Speaker: Amiya Waldman-Levi

Cooperative play between parents/caregivers and children is a positive and significant contributor to the development of children’s emotional, social, and cognitive skills and may set the stage for the formation of co-occupations. This article discusses the rationale for the development of Parent/Caregiver’s Support of Young Children’s Playfulness (PSYCP), an assessment that is based on children’s play and playfulness, adult’s playfulness, and parent–child interaction. The use of the PSYCP to assess co-occupations will allow therapists to identify the specific behaviors that either hinder or support playfulness and mutual play.

Date Presented 03/27/20 Maternal caregiving, reflective functioning, and support during joint play were examined in an explanatory, sequential, mixed-methods study. Maternal caregiving predicated reflective functioning, which in turn predicted maternal support during joint play. Balancing of task-oriented and process-oriented behaviors framework explained dyadic synchrony observed during joint play. This study deepens our understanding of family relations and their effects on children’s emotional and social development. Primary Author and Speaker: Amiya Waldman-Levi Additional Authors and Speakers: Ricky Finzi-Dottan Contributing Authors: Amber Cope

Date Presented 03/26/20 Due to societal changes in the paternal role affecting family dynamic, it is imperative for OTs to explore and understand the role fathers have in relations with their child, especially in joint play. OTs are involved in supporting children’s development and can incorporate fathers in promoting joint play by assessing the type and quality of the support they provide to their child as well as its effect on the child’s behavior. Primary Author and Speaker: Amiya Waldman-Levi Additional Authors and Speakers: Laurette Olson Contributing Authors: Shaindy Kohan, Maya Aronova, Rachel Ytshakov, Merav Stroh, Leora Rychik, Tzvi Malks, Hindy Katz, Samantha Apesa

Introduction Individuals with Intellectual and Developmental Disabilities (IDD) experience broad impairments that affect their functional performance and consequently result in the need for supervision and assistance on a daily basis. The literature contains effectiveness studies of functional interventions provided to adolescents and adults with IDD. However, existing differences in participant characteristics, study design, and type of functional intervention limit the ability to derive clinical evidence-based decisions. This scoping review sought to explore the breadth and depth of evidence related to interventions designed to promote everyday performance of adolescents and adults with IDD. Methods We conducted an electronic and hand search that yielded 1568 papers, after an extensive selection process reduced to a sample of 24 studies. Results A three-step extraction process of the 24 studies revealed 16 studies used functional training and technology-based approaches to teach individuals with IDD functional skills. Seven studies used functional training without a technology component, and two studies used functional training while comparing technology-based to non-technology based approaches. Overall, it appeared that functional training with the use of technology, especially Video Modelling (VM) and Prompting, were the most frequently and effectively used interventions to promote everyday performance. Gaps in research include limited studies on middle and older aged adults with moderate to severe IDD, minimal use of self-chosen goals or activities and use of technology as a continuous support. Conclusion Our findings show a lack of studies for individuals age 30 and above with severe IDD. Additionally, this scoping review highlight that everyday functional performance of adolescents and adults with IDD can be enhanced with the usage of technology based functional interventions utilising VM and prompting methods.

Health care educators are obligated to ensure that student writing skills are current, appropriate, and integrated into their role as future practitioners. The purpose of this study was to examine the impact and satisfaction of a transformational learning approach in a literacy-enriched health professions program on student's writing skills.Two different cohorts of occupational therapy students enrolled in a literacy program embedded in the first year of the professional phase of the occupational therapy program curriculum. The literacy-enriched program was based on transformative learning theories and was delivered by program faculty and writing tutors from the university writing center. Effectiveness was assessed using the ASSET writing test and a student satisfaction survey. Paired t-tests compared pre- and post-curriculum implementation scores on the ASSET. The association between student satisfaction post-program and pre- and post-writing scores were analyzed using Pearson correlations.Significant differences were found in the pre- and-post ASSET scores. Additionally, many students reported satisfaction with the writing program regarding their ability to revise, edit, proofread, and paraphrase content.This study demonstrated continuity of improved writing skill development across three different years of students using a transformational learning approach in a literacy-enriched curriculum, suggesting a potential positive outcome of the program.