bluuebunny/crossref_metadata_2025_split huggingface dataset:
The World of Everyday Occupation: Real People, Real Lives
Authors: Hasselkus Betty Risteen 
Published: October 2011

Abstract
Everyday occupation is a primary means by which we organize the worlds in which we live. The phenomenological experiences of day-to-day life build meaning and community in our lives; yet everyday occupation is often “seen but unnoticed.” Cultural tendencies and invisible social forces contribute to the obscurity of the everyday and, in severe situations, to occupational deprivation. The purpose of this Slagle lecture is to raise awareness of the complexity and “delicate layerings” of everyday occupation, its theoretical and conceptual underpinnings, the consequences of severe occupational constraints to health and well-being, and the essential relevance of everyday occupation to occupational therapy and occupational science. Everyday occupation related to food is probed in depth to illustrate the richness of day-to-day living. Occupational therapy personnel are encouraged to gain deeper understandings of the importance and meaning of everyday occupation in the lives of clients and the general public, thereby helping people find value in their everyday practices.
The Dynamic Occupational Therapy Cognitive Assessment for Children (DOTCA–Ch): A New Instrument for Assessing Learning Potential
Authors: Katz Noomi , Golstand Sarina , Bar-Ilan Ruthie Traub , Parush Shula 
Published: October 2011

Abstract
OBJECTIVE. To describe the development and psychometric properties of the Dynamic Occupational Therapy Cognitive Assessment for Children (DOTCA–Ch), a dynamic criterion-referenced assessment of cognitive abilities and learning potential for children with cognitive and learning difficulties.
METHOD. A series of studies analyzed the age standards, criterion cutoff scores, and percentage of mediation cues required for typically developing children 6–12 years of age, as well as reliability and validity.
RESULTS. MANOVA analyses determined four age groups that best fit the outcome data: 6–6.11, 7–8.11, 9–10.11, and 11–12 years. Criterion cutoff scores of 25% for at-risk and under 10% for deficient performance were obtained for each age group. Dynamic percentage scores were determined. Significant high interrater reliability and moderate to high internal consistency reliability were found. Construct validity was supported by comparing children with traumatic brain injury and learning disabilities to typically developing children, and ecological validity of children with attention deficit hyperactivity disorder by comparing performance on the DOTCA–Ch to the School Function Assessment.
CONCLUSIONS. The DOTCA–Ch is a reliable and valid assessment that provides learning potential and can facilitate intervention for cognitive difficulties that manifest themselves in daily functions among school-age children.
A Case Report of Evidence-Based Practice: From Academia to Clinic
Authors: Bailey Diana M. , Bornstein Jodi , Ryan Sarah 
Published: October 2011

Abstract
The purpose of this article is to present activities that can be used to integrate evidence-based practice (EBP) into clinicians’ daily work so that they may be better informed when planning intervention with their clients. The article includes a short history of EBP, a description of an eight-step EBP process taught in an academic setting using a student project as an example, and suggestions for ways in which individual practitioners and occupational therapy managers can promote the implementation of EBP in daily practice.
Everyday Occupation, Well-Being, and Identity: The Experience of Caregivers in Families With Dementia
Authors: Hasselkus Betty R. , Murray Bridget J. 
Published: October 2011

Abstract
The purpose of this study was to gain understanding of the nature of the daily occupations of caregivers for family members with dementia as related to the caregivers’ perceptions of well-being. Qualitative telephone interviews, focused on the experience of caregiving, were conducted with 33 caregiver–respondents; the data were transcribed and analyzed using a phenomenological approach. Everyday occupation emerged as a phenomenon that was central to the caregivers’ ways of evaluating and monitoring well-being in the care receivers and themselves. Further, occupational engagement served to help mitigate the potential biographical disruption of the dementia caregiving experience. The implications for occupational therapy personnel are convincing: Everyday occupation holds promise for contributing to the relative well-being of both caregivers and care receivers and for facilitating continuity of relationships and identity for the caregiver.
Ethical Decision Making in Clinical Research: Application of CELIBATE
Authors: Van Denend Toni , Finlayson Marcia 
Published: October 2011

Abstract
The need for high-quality evidence to support practice is an ongoing issue in occupational therapy. As a consequence, growing numbers of occupational therapists are engaged in both clinical practice and research activities. Therapists who find themselves in these dual roles are sometimes faced with ethical conflicts when the responsibilities of being a researcher appear, on the surface, to diverge with the responsibilities of being an occupational therapist. This article applies one clinical tool, CELIBATE, to problem solve through an ethical dilemma experienced by a clinician involved in research. Based on the experience of using the tool, recommendations are presented to make CELIBATE more useful in research situations.
Boys With Developmental Coordination Disorder: Loneliness and Team Sports Participation
Authors: Poulsen Anne A. , Ziviani Jenny M. , Cuskelly Monica , Smith Rachel 
Published: October 2011

Abstract
OBJECTIVE. This study investigated the mediational role of team sports and other leisure occupations for boys ages 10 to 13 years in the relationship between physical coordination ability and perceptions of loneliness.
METHOD. Sixty boys with developmental coordination disorder (DCD) and 113 comparison boys without DCD completed a self-report measure of loneliness. Parents recorded information on leisure involvement over 7 days.
RESULTS. Boys with DCD recorded significantly higher loneliness and lower participation rates in all group physical activities, whether structured (e.g., team sports) or unstructured (e.g., informal outdoor play) than boys without DCD. An inverse relationship between physical coordination ability and loneliness was mediated by participation in team sports. No other leisure pursuits were found to be significant mediators. Childhood physical coordination difficulties were significantly associated with loneliness.
CONCLUSION. Participation in team sports acted as one potential mechanism mediating the inverse relationship between physical coordination ability and loneliness in boys. Occupational therapists can act as advocates to support boys with DCD who choose to participate in team sports. Further investigations are recommended to determine aspects of team sports environments that promote an optimal fit among child, activity, and environment.
Relationship Between Awareness of Disability and Occupational Performance During the First Year After a Stroke
Authors: Ekstam Lisa , Uppgard Brittmari , Kottorp Anders , Tham Kerstin 
Published: October 2011

Abstract
OBJECTIVES. This study examined the relationship between awareness of disability and occupational performance in a group of elderly persons during the year after stroke.
METHOD. Data on awareness of disability and occupational performance (i.e., activities of daily living [ADL] motor and process ability) were collected 1, 3, 6, and 12 months after stroke. A mixed-linear-effects model was implemented to examine the relationship between awareness of disability and ADL motor and process ability over time.
RESULTS. Increased awareness of disability was related to improvements in occupational performance (ADL motor and process ability). The 2 relationships were different, with a positive linear relationship between awareness of disability and ADL motor ability, and a stronger, positive, nonlinear relationship between awareness of disability and ADL process ability.
CONCLUSION. Clients’ awareness of disability and their ability to perform occupations should be assessed several times during a rehabilitation process so that interventions can be adjusted to match each client's potential to benefit from them.
Supported-Employment Program Processes and Outcomes: Experiences of People With Schizophrenia
Authors: Liu K. W. David , Hollis Vivien , Warren Sharon , Williamson Deanna L. 
Published: October 2011

Abstract
OBJECTIVE. This qualitative study explored participants’ experiences of a supported-employment program. Understanding participants’ opinions of a supported-employment program may provide insights into what processes and outcomes are meaningful and important for participants and may enable an evaluation of such processes and outcomes for their congruence with occupational therapy practice.
METHOD. Supported-employment program participants with schizophrenia (N = 7) were recruited from an agency and interviewed individually with open-ended questions. Data were analyzed using a grounded-theory approach.
RESULTS. We developed a tentative grounded theory with three themes of supported-employment program outcomes: (a) removing barriers to job seeking, (b) improving psychological well-being, and (c) participating in work.
CONCLUSION. Supported-employment program participants can achieve meaningful personal outcomes even though they do not obtain competitive employment. These programs removed barriers to job seeking, but personal readiness and efforts in job seeking contributed most to obtaining employment.
Rasch Analysis of the ADL Scale of the A-ONE
Authors: Árnadóttir Guðrún , Fisher Anne G. 
Published: October 2011

Abstract
The ADL-focused Occupation-based Neurobehavioral Evaluation (A-ONE; Árnadóttir, 1990) can be used to evaluate both performance of activities of daily living (ADL) tasks and neurobehavioral problems that interfere with ADL task performance among clients with neurological disorders. This study examined the rating scale structure and aspects of validity and reliability of the A-ONE's ordinal ADL scale by applying Rasch analysis methods (Bond & Fox, 2001). Rasch analysis of 209 clients’ A-ONE assessments indicated that misfit of items to the ADL scale could be reduced by removing the two communication items. Threshold disordering could be corrected by combining two adjacent scoring categories (supervision and verbal assistance), thus supporting four response categories. Separation reliability for item calibrations (.98) was high and acceptable for people (.90). Finally, principal components analysis of the residuals supported unidimensionality. The study provided support for converting the ordinal ADL scale to an interval scale that has potential to be used to measure changes in ADL task performance over time.
Revised Knox Preschool Play Scale: Interrater Agreement and Construct Validity
Authors: Jankovich Milena , Mullen Jacqueline , Rinear Erin , Tanta Kari , Deitz Jean 
Published: October 2011

Abstract
OBJECTIVE. Interrater agreement and construct validity of the Revised Knox Preschool Play Scale (RKPPS) were examined.
METHOD. Two separately trained raters evaluated 38 typically developing children, ages 36 to 72 months. For each child, the raters observed two 15-min free-play sessions.
RESULTS. For the overall play age, the scores of the two raters were within 8 months of each other 86.8% of the time; for the 4 dimension scores, they were within 12 months of each other 91.7% to 100% of the time; and for the 12 category scores, they were within one age level of each other 81.8% to 100% of the time. Construct validity results showed a general match between the children’s chronological ages and their overall play age scores.
CONCLUSIONS. Findings suggest that two raters can score the RKPPS with some consistency and that scores on this measure progress developmentally, thus supporting its construct validity.
Measuring Activity Pacing in Women With Lower-Extremity Osteoarthritis: A Pilot Study
Authors: Murphy Susan L. , Smith Dylan M. , Alexander Neil B. 
Published: October 2011

Abstract
OBJECTIVE. We examined how women with osteoarthritis naturally use activity pacing and how pacing relates to symptoms and physical activity within daily routines.
METHOD. Thirty women with knee or hip osteoarthritis (mean age = 63.8 ± 6.9) wore an actigraph accelerometer and repeatedly reported activity pacing, pain, and fatigue. Using the median split, symptom patterns were compared for low and high pacers. The relationship between activity pacing and physical activity was also examined.
RESULTS. Activity pacing was low (1.4 ± 0.9); pain and fatigue were mild (1.0 ± 0.7 and 1.1 ± 0.7, respectively). When compared with low pacers, high pacers had more severe, escalating symptoms. Activity pacing was related to lower physical activity (β = −28.14, SE = 6.24), t (586) = −4.51, p = .0001.
CONCLUSION. Pain, fatigue, and activity pacing use varied depending on average activity pacing level. High pacers may benefit from interventions to manage daily symptoms.
Evidence-Based Review of Interventions for Autism Used in or of Relevance to Occupational Therapy
Authors: Case-Smith Jane , Arbesman Marian 
Published: October 2011

Abstract
Occupational therapy practitioners are among the professionals who provide services to children and adults with autism spectrum disorder (ASD), embracing both leadership and supportive roles in service delivery. The study's primary aims were as follows: (1) to identify, evaluate, and synthesize the research literature on interventions for ASD of relevance to occupational therapy and (2) to interpret and apply the research literature to occupational therapy. A total of 49 articles met the authors’ criteria and were included in the review. Six categories of research topics were identified, the first 3 of which are most closely related to occupational therapy: (1) sensory integration and sensory-based interventions; (2) relationship-based, interactive interventions; (3) developmental skill-based programs; (4) social cognitive skill training; (5) parent-directed or parent-mediated approaches; and (6) intensive behavioral intervention. Under each category, themes supported by research evidence and applicable to occupational therapy were defined. The findings have implications for intervention methods, communication regarding efficacious practices to professionals and consumers, and future occupational therapy research.
Research Literature in Occupational Therapy, 2001–2005
Authors: Case-Smith Jane , Powell Carol A. 
Published: October 2011

Abstract
One method to determine trends in occupational therapy research is to survey the literature published in occupational therapy journals. This study describes the types and topics of articles published in five prominent occupational therapy journals over a 5-year span. Feature articles published between 2001 and 2005 were analyzed to determine the types of articles and research and subject areas. The percentage of research articles published between 2001 and 2005 increased from 65% to 78% of all articles published and is higher than previous reports. More than 70% of the research articles used designs that substantially contribute to the evidence base for occupational therapy (defined by Kielhofner, Hammel, Finlayson, Helfrich, & Taylor [2004] as correlational–comparison, experimental, qualitative, and meta-analysis). Of the research articles, 60% addressed pediatric, physical disability, and rehabilitation topics. The 5-year period showed a trend of increasing frequency of geriatric and pediatric topics in research reports. Scholars should emphasize research designs that build the evidence for occupational therapy approaches and practices and focus on research topics of highest value to society.
Differences in Patterns of Participation Between Youths With Cerebral Palsy and Typically Developing Peers
Authors: Engel-Yeger Batya , Jarus Tal , Anaby Dana , Law Mary 
Published: October 2011

Abstract
OBJECTIVE. This study investigated the effects of cerebral palsy (CP) and gender on youth participation in activities outside of formal school.
METHOD. Twenty-two participants with CP and 30 typically developing peers, ages 12–16 years, completed the Children's Assessment of Participation and Enjoyment (CAPE; King et al., 2004).
RESULTS. Typically developing youths engaged in a broader range of activities and did so more frequently than did youths with CP. Similar levels of enjoyment in activity were found in both groups. In some scales of the CAPE, youths with CP participated in proportionally more activities alone and at home. Gender differences and Group ×Gender interaction were found in some scales with respect to participation in and enjoyment of activities.
CONCLUSIONS. Physical limitations associated with CP may affect the frequency of a child's participation in activity outside of school. However, youths with CP may express levels of enjoyment similar to those of typically developing peers while participating in activity.
Functional Skill Learning in Men With Traumatic Brain Injury
Authors: Giuffrida Clare G. , Demery Jason A. , Reyes Lisa R. , Lebowitz Brian K. , Hanlon Robert E. 
Published: October 2011

Abstract
The number of people with traumatic brain injury (TBI) having persistent deficits that compromise their ability to perform everyday skills is increasing. Previous occupation-based studies indicate that computer-based skills using repetitive practice may be a viable option for retraining. We investigated the effects of different practice schedules on skill learning in 6 men with TBI. Participants with significant impairments in processing and fine motor control practiced 3 tasks using a random (n = 3) or a blocked (n = 3) ordered practice schedule. Practice occurred for 55 min/day for 13 days with retention and transfer trials taking place 2 weeks after training. Both groups showed a significant increase in performance during skill acquisition and maintained this performance. Only the random-practice group, however, was able to transfer this learning to another task. The findings provide evidence that people with TBI can improve their everyday skills with randomly structured practice.
Sensory Overresponsivity and Anxiety in Children With ADHD
Authors: Reynolds Stacey , Lane Shelly J. 
Published: October 2011

Abstract
OBJECTIVE. Approximately 25% of children with attention deficit hyperactivity disorder (ADHD) have a comorbid anxiety disorder. The purpose of this study was to determine whether sensory overresponsivity (SOR) is related to elevated levels of anxiety in children with ADHD.
METHOD. Twenty-four children ages 6 to 10 with ADHD and 24 children without ADHD participated in this study. All parents completed a Revised Children's Manifest Anxiety Scale (RCMAS) with their child. Children in the ADHD group were subdivided into ADHD + SOR and ADHD-only groups using the Sensory Over-Responsivity Inventory.
RESULTS. Children in the ADHD + SOR group were significantly more anxious than both the ADHD-only and non-ADHD (control) groups. Children with ADHD + SOR were also more likely to have clinically significant anxiety (determined by total scores on the RCMAS).
CONCLUSIONS. Occupational therapists treating children with ADHD and SOR should be aware that these children may also have anxiety and discuss options with families for prevention or treatment.
Reliability of the Box and Block Test of Manual Dexterity for Use With Patients With Fibromyalgia
Authors: Canny Mark L. , Thompson Jeffrey M. , Wheeler Mikel J. 
Published: October 2011

Abstract
OBJECTIVE. The aim of this study was to determine the reliability of the Box and Block (B&B) Test of Manual Dexterity for upper-extremity function in patients with fibromyalgia and to compare their results with those of healthy control participants.
METHOD. We assessed reliability of the B&B Test within and between testers using the intraclass correlation coefficient (ICC). We compared fibromyalgia patient (n = 30) and control group (n = 30) scores using analysis of variance and population-based normative data.
RESULTS. The B&B Test was reliable with ICCs of .90 to .85. Fibromyalgia patients’ B&B Test scores were significantly lower (more impaired) than those of the control group and standardized norms.
CONCLUSIONS. The B&B Test is a reliable measure of upper-extremity function in fibromyalgia patients and is able to reveal a reduction in upper-extremity function in these patients compared with both healthy control participants and normative scores.
Application of the Spacing Effect to Improve Learning and Memory for Functional Tasks in Traumatic Brain Injury: A Pilot Study
Authors: Goverover Yael , Arango-Lasprilla Juan Carlos , Hillary Frank G. , Chiaravalloti Nancy , DeLuca John 
Published: October 2011

Abstract
Research has indicated that many people with traumatic brain injury (TBI) experience learning and memory difficulties because of impairments in the initial acquisition of information. We examined a strategy, the spacing effect, known to enhance new learning in a laboratory setting in healthy control participants (HCs) and in people with TBI. The spacing effect indicates that information is learned better when presentation trials are distributed over time (spaced presentation) rather than consecutively (massed presentation). In this study, we examined the application of the spacing effect in improving functional tasks. We used a within-subject design and included 10 participants with TBI and 15 HCs. In both the TBI and the HC groups, material learned under the spaced learning condition was recalled better than that learned under massed learning conditions. These results provide initial evidence supporting the use of the spacing effect to improve new learning of functional tasks for people with TBI.
Use of the Dynamic Interactional Model in Self-Care and Motor Intervention After Traumatic Brain Injury: Explanatory Case Studies
Authors: Zlotnik Sharon , Sachs Dalia , Rosenblum Sara , Shpasser Raluka , Josman Naomi 
Published: October 2011

Abstract
PURPOSE. The highest proportion of traumatic brain injuries (TBIs) occurs among adolescents. This study examines the effectiveness of a therapeutic protocol for rehabilitation of adolescents with TBI. This protocol is based on Toglia's (1998, 2005) Dynamic Interactional Model and Expanded Awareness Model (Toglia & Kirk, 2000).
METHOD. Explanatory case studies presenting 2 adolescents (ages 16–17) with mild to moderate TBI are combined with qualitative and quantitative data assessing self-care, mobility, and graphomotor abilities as well as deficit awareness in these domains. Outcome measures include the FIM™, the Canadian Occupational Performance Measure, the Computerized Penmanship Object Evaluation Tool, and the Awareness of Mobility Deficits Questionnaire. Graphic data analysis compared outcome measures before, during, and after intervention.
RESULTS. The Dynamic Interactional Model was effective in improving self-care, mobility, and graphomotor abilities and identified awareness of deficits in these domains.
CONCLUSION. These research findings contribute to our theoretical knowledge in rehabilitation and promote adopting this approach for rehabilitation of adolescents with TBI.