bluuebunny/crossref_metadata_2025_split huggingface dataset:
Genetics in Occupational Therapy Education: A Survey of Professional Entry-Level Programs
Authors: Kanny Elizabeth M. , Smith Rebecca , Dudgeon Brian J. 
Published: October 2011

Abstract
PURPOSE. Advances in genetics indicate a need for occupational therapists to develop literacy and skills in genetics as it relates to lifestyle and occupation. The purpose of this study is to identify genetics content areas taught, instructional methods used, and the importance of teaching genetics at the entry-level in occupational therapy curricula.
METHOD. A questionnaire was sent to all entry-level occupational therapy educational programs (N = 157). Structured mailing and follow-up were used.
RESULTS. The response rate was 63.9%. Most respondents (47%) rate teaching genetics as “moderately important.” Genetics content is predominately taught at the introductory or knowledge level rather than at the integration and application level. Respondents indicate a lack of time and space for genetics content and of faculty interest and expertise.
DISCUSSION. As occupational therapy practice evolves to include new genetics, curriculum change will need to be implemented. Development of teaching materials and methods addressing genetics is recommended.
Exploring Parents’ Use of Strategies To Promote Social Participation of School-Age Children With Acquired Brain Injuries
Authors: Bedell Gary M. , Cohn Ellen S. , Dumas Helene M. 
Published: October 2011

Abstract
OBJECTIVE. To understand parents’ perspectives about the strategies they use to promote social participation of their school-age children with acquired brain injuries (ABI) in home, school, and community life.
METHOD. A descriptive research design employing a semistructured interview format was used. Interviews were conducted in the homes of 16 families of school-age children with ABI discharged up to 7 years earlier from one inpatient rehabilitation program. Data were examined using content and constant-comparison analyses.
RESULTS. Parents needed time to allow the recovery process to unfold for themselves and their children and developed strategies that fit into or assisted with managing family routines. Over time parents developed insight into the activity demands and their child’s potential success to participate in desired activities. Based on these insights, parents used “anticipatory planning,” which involved previewing upcoming events and activities and using strategies to promote positive and prevent negative experiences for their children. Specific strategies that parents used to promote social participation were classified into three categories: Creating opportunities, teaching skills, and regulating cognitive and behavioral function.
CONCLUSIONS. Understanding how families use and integrate strategies within the context of their daily lives and what factors influence strategy use may provide practitioners with insights needed to support families in promoting their children’s social participation.
Acquisition and Integration of Low Vision Assistive Devices: Understanding the Decision-Making Process of Older Adults With Low Vision
Authors: Copolillo Al , Teitelman Jodi L. 
Published: October 2011

Abstract
The purpose of this study was to describe how older adults with low vision make decisions to use low vision assistive devices (LVADs). Analysis of participants’ narratives, from both group and individual interviews, revealed three topic areas affecting device use. Two are discussed in this paper: Experiences and Characteristics Leading to Successful LVAD Use Decision Making and Challenges to Successful LVAD Use Decision Making. The third, Adjustment to Low Vision Disability, is briefly discussed. Of particular importance to occupational therapy practitioners in the growing field of low vision rehabilitation was the value placed on low vision rehabilitation services to assist with acquiring devices and integrating them into daily routines. Occupational therapy services were highly regarded. Participants demonstrated the importance of becoming a part of a supportive network of people with low vision to gain access to information about resources. They emphasized the need for systems and policy changes to reduce barriers to making informed decisions about LVAD use. Results indicate that occupational therapists working in low vision can support clients by facilitating development of a support network, acting as liaisons between clients and other health practitioners, especially ophthalmologists, and encouraging policy development that supports barrier-free LVAD acquisition and use. These topics should be incorporated into continuing and entry-level education to prepare practitioners for leadership in the field of low vision rehabilitation.
Sensory Modulation and Affective Disorders in Children and Adolescents With Asperger’s Disorder
Authors: Pfeiffer Beth , Kinnealey Moya , Reed Carol , Herzberg Georgiana 
Published: October 2011

Abstract
OBJECTIVE. The purpose of the study was to determine if there were significant relationships between dysfunction in sensory modulation, symptoms of affective disorders, and adaptive behaviors in children and adolescents with Asperger’s disorder between 6 and 17 years of age.
METHOD. Parents of 50 children and adolescents between 6 and 17 years of age diagnosed with Asperger’s disorder based on the Diagnostic and Statistical Manual of Mental Disorders-IV criteria completed the (a) Sensory Profile for children 6 to 10 years of age or the Adolescent/Adult Sensory Profile for adolescents 11 to 17 years of age; (b) the Adaptive Behavior Assessment System: Parent Version; (c) Revised Children’s Manifest Anxiety Scale Adapted Parent’s Version; and (d) the Children’s Depression Inventory Adapted Parent’s Version. Descriptive statistics and the Pearson product-moment coefficient of correlation calculations were used for data analysis.
RESULTS. The results indicated that there were significantly strong positive correlations between sensory defensiveness and anxiety (r = .476, p = .000) in children and adolescents with Asperger’s disorder. There were also significant relationships between symptoms of depression and hyposensitivity in the total group (r = .214, p = .05) and the older group (r = .492, p = .027). There were no significant relationships between depression and overall adaptive behavior (r = –.243, p = .089) or anxiety and overall adaptive behavior (r = –.108, p = .455). Significantly strong inverse relationships were found between the specific adaptive behaviors of functional academics, leisure, social skills, and symptoms of depression. Functional academics were also significantly inversely related to anxiety. Specifically, sensory hyper- and hypersensitivity were significantly inversely related to community use and social skills.
CONCLUSION. The data supports positive relationships between anxiety and sensory defensiveness in all age ranges and a relationship between depression and hyposensitivity in older children. Stronger inverse relationships were apparent between specific adaptive behaviors including: (a) symptoms of depression and functional academics, leisure, social skills; (b) anxiety and functional academics; and (c) both sensory hyper- and hyposensitivity and community use and social skills. In this study, as the symptoms of affective disorders increased in children and adolescents with Asperger’s disorder, the functional performance in the adaptive behaviors of functional academics and social skills appeared to decrease. Performance in the adaptive behaviors of community use and socials skills appeared to decrease as symptoms of dysfunction in sensory modulation increase. Further research is necessary to determine the impact of treatment for dysfunction on sensory modulation on affective disorders and performance in specific adaptive behaviors.
Daily Occupations and Well-Being in Women With Limited Cutaneous Systemic Sclerosis
Authors: Sandqvist Gunnel , Åkesson Anita , Eklund Mona 
Published: October 2011

Abstract
OBJECTIVE. This study investigated occupational performance, well-being (operationalized as general life satisfaction, domain-specific life satisfaction, and self-rated health), and perceived symptoms in women with limited scleroderma and healthy controls.
METHODS. Interview-based and self-administered questionnaires were used with 36 women with limited scleroderma and 40 healthy women.
RESULTS. In the scleroderma group, most of occupation problems were perceived in work and household chores. The women with scleroderma were mainly satisfied with self-care and least satisfied with household chores. Regarding domain-specific life satisfaction, the women were least satisfied with physical health and leisure. General life satisfaction showed the strongest relations to performance of self-defined occupations and satisfaction with leisure, whereas the strongest association with self-rated health was found for satisfaction with work. Fatigue was perceived as a dominant problem and was significantly associated with well-being. Furthermore, the women with scleroderma felt lower satisfaction with daily occupations and well-being than the healthy women.
CONCLUSION. Loss of occupations, low satisfaction with leisure, perceived fatigue, shortness of breath, and pain indicated poorer well-being in women with scleroderma and need to be focused on in occupational therapy interventions.
Effects of Sensory Integration Intervention on Self-Stimulating and Self-Injurious Behaviors
Authors: Smith Sinclair A. , Press Bracha , Koenig Kristie P. , Kinnealey Moya 
Published: October 2011

Abstract
This study compared the effects of occupational therapy, using a sensory integration (SI) approach and a control intervention of tabletop activities, on the frequency of self-stimulating behaviors in seven children 8–19 years of age with pervasive developmental delay and mental retardation. Daily 15-min videotape segments of the subjects were recorded before, immediately after, and 1 hour after either SI or control interventions performed during alternating weeks for 4 weeks. Each 15-min video segment was evaluated by investigators to determine the frequency of self-stimulating behaviors. The results indicate that self-stimulating behaviors were significantly reduced by 11% one hour after SI intervention in comparison with the tabletop activity intervention (p = 0.02). There was no change immediately following SI or tabletop interventions. Daily ratings of self-stimulating behavior frequency by classroom teachers using a 5-point scale correlated significantly with the frequency counts taken by the investigators (r = 0.32, p &lt; 0.001). These results suggest that the sensory integration approach is effective in reducing self-stimulating behaviors, which interfere with the ability to participate in more functional activities.
Resident and Staff Perceptions of Barriers to Independence and Employment in Supportive Living Settings for Persons With AIDS
Authors: Paul-Ward Amy , Kielhofner Gary , Braveman Brent , Levin Mara 
Published: October 2011

Abstract
The purpose of this study was to identify perceived barriers to independent community living and employment among clients and staff members in a transitional living facility for persons with AIDS. This qualitative study used focus groups to collect these perceptions from staff members (N = 21) and clients (N = 16). Whereas staff identified both systemic and personal barriers, clients only identified systemic barriers. These findings suggest that both clients and staff recognize the types of environmental barriers to participation that have been identified by disability scholars. The findings also underscore a consequential gap between clients’ exclusive emphasis on environmental barriers and staff emphasis on clients’ personal barriers that impact upon participation.
Embracing Our Ethos, Reclaiming Our Heart
Authors: Peloquin Suzanne M. 
Published: October 2011

Abstract
A profession’s ethos is an interlacing of sentiment, value, and thought that describes its character, conveys its genius, and manifests its spirit. The ethos endures over time, serving as touchstone against which individuals may strike their actions to know their worth. As a profession’s inner voice, the ethos inspires individuals and calls them back if they stray too far.
This discussion of the occupational therapy profession’s ethos has two discernable parts. The first invites deliberation, given its historical ground. The second is a blend of ideas and images, a clutch of reflections inviting affect and will to join in thought. My hope is to illuminate the ethos of the profession in such a way that a new perspective on current challenges is possible. I set before you this idea: To advance into the future with the ethos that has characterized occupational therapy since its inception is a reclamation of the profession’s heart.
The Meaning of Work After Acquired Brain Injury
Authors: Johansson Ulla , Tham Kerstin 
Published: October 2011

Abstract
PURPOSE. Research in the field of brain injury rehabilitation has tended to regard return to work as a measure of outcome. Researchers have not paid particular attention to the experiences of people living with a brain injury. The aim of the phenomenological study reported here was to identify and describe what characterizes the meaning of work to those with acquired brain injury.
METHODS. Ten participants of working age were interviewed about the meaning of work 1–5 years after being inflicted with a brain injury. Data were analyzed and interpreted using the Empirical Phenomenological Psychological method.
RESULTS. The findings revealed a meaning structure consisting of four main characteristics. Work was no longer experienced as the primary event in life and the social dimension had become more important. The perceived competence and work identity were threatened after the injury. A common theme across all interviews was the struggle to return to a state of normality, and working was considered to be evidence of success.
CONCLUSION. The findings described the altered meaning of work 1–5 years after brain injury. This knowledge should lead to an increased understanding among occupational therapists engaged in work rehabilitation after brain injury and can serve as a basis for individualized intervention strategies.
Discrepancy Between Older Clients’ Ability To Read and Comprehend and the Reading Level of Written Educational Materials Used by Occupational Therapists
Authors: Griffin Janelle , McKenna Kryss , Tooth Leigh 
Published: October 2011

Abstract
OBJECTIVE. The match between the reading level of occupational therapy education materials and older clients’ reading ability and comprehension was determined. The sociodemographic and literacy characteristics that influenced clients’ reading ability and comprehension were investigated.
METHOD. The reading level of 110 written education materials (handouts, brochures, and information leaflets), distributed to older clients (65 years of age and older) by occupational therapists working in Queensland hospitals, was analyzed using the Flesch formula. The reading ability of 214 older persons (mean age 77 years, 63% female) was assessed using the Rapid Estimate of Adult Literacy in Medicine. Participants’ comprehension of information of increasing reading difficulty was measured using the Cloze procedure.
RESULTS. The written materials required a mean reading level between the ninth and tenth grades. Participants’ mean reading ability was seventh to eighth grade. Therefore some materials may have been too difficult for participants to read and understand. Participants with a managerial or professional or clerical background (p = 0.001) and those who perceived they read well (p = 0.001) had a significantly higher reading ability. Older age was significantly related to poorer comprehension (p = 0.018), with participants 75 years of age and over having a mean comprehension score of 25.6 compared to 30.3 for those 65 to 74 years of age.
CONCLUSION. Occupational therapists must analyze the reading level of the written education materials they develop for and use with clients by applying readability formulas. There should be a match between the reading level of written materials and clients’ reading ability. Clients’ reading ability may be assessed informally by discussing years of education and literacy habits or formally using reading assessments. Content and design characteristics should be considered when developing written education materials for clients.
Community Participation Following Cerebrovascular Accident: Impact of the Buffering Model of Social Support
Authors: Beckley Margaret Newsham 
Published: October 2011

Abstract
This study examined data of older adults who had sustained a stroke and their ability to participate in the community following rehabilitation. There were 95 participants in this study to determine the interaction effect of functional limitation and social support on community participation. The findings indicate that for people who had sustained a cerebrovascular accident, community participation was more related to their ability to do for themselves, rather than the support that was available to them. The implications of these findings for future practice, programs, and research are discussed.
Coping During Inpatient Stroke Rehabilitation: An Exploratory Study
Authors: Gillen Glen 
Published: October 2011

Abstract
The emotional impact of surviving a stroke has not received the same attention as physical aspects. This is particularly true regarding how stroke survivors cope during inpatient rehabilitation. This study examined the coping strategies used by stroke survivors undergoing inpatient rehabilitation and the relationships between demographic or clinical variables and coping behaviors. This case series examined 16 acute stroke survivors via standardized assessments and a medical records review completed during the first week of inpatient rehabilitation.
Stroke survivors used combinations of multiple coping strategies. All stroke survivors used a higher number and frequency of adaptive rather than maladaptive strategies. Women used a higher number of adaptive strategies. Stroke survivors with depression used maladaptive coping strategies more frequently, whereas those presenting with a greater number and severity of comorbidities used adaptive coping strategies more frequently. Stroke survivors with higher levels of coping self-efficacy used the strategies of active coping and positive reframing more frequently.
Based on these results, it is recommended direct-care providers place greater emphasis on objectifying the emotional consequences of stroke. Further research is recommended regarding understanding the relationship between coping and outcomes.
Enhancing Research Utilization Capacity Through Multifaceted Professional Development
Authors: Craik Janet , Rappolt Susan 
Published: October 2011

Abstract
Some occupational therapists report that they do not feel adequately prepared to perform the arduous tasks involved in integrating research into their practice. To explore how research utilization can be conducted by practicing clinicians, self-reported research utilization behaviors of a sample of 11 occupational therapists practicing in adult stroke rehabilitation were analyzed. The constant comparison of the interview data revealed that participants’ clinical experiences, engagement in continuing education, involvement in research activities, and their mentoring of students contributed to their capacity to translate research evidence into practice. The results of the study suggest a model for enhancing research utilization capacity through professional development. Implications for practitioners, provider organizations, educators, and regulators of occupational therapy are discussed.
Rehabilitation Medicine Summit: Building Research Capacity: Executive Summary
Authors: Frontera Walter R. , Fuhrer Marcus J. , Jette Alan M. , Chan Leighton , Cooper Rory A. , Duncan Pamela W. , Kemp John D. , Ottenbacher Kenneth J. , Peckham P. Hunter , Roth Elliot J. , Tate Denise G. 
Published: October 2011

Abstract
The general objective of the “Rehabilitation Medicine Summit: Building Research Capacity” was to advance and promote research in medical rehabilitation by making recommendations to expand research capacity. The five elements of research capacity that guided the discussions were: (1) researchers; (2) research culture, environment, and infrastructure; (3) funding; (4) partnerships; and (5) metrics. The 100 participants included representatives of professional organizations, consumer groups, academic departments, researchers, governmental funding agencies, and the private sector. The small group discussions and plenary sessions generated an array of problems, possible solutions, and recommended actions. A post-Summit, multi-organizational initiative is called to pursue the agendas outlined in this report.
The Measurement Properties and Factor Structure of the Test of Visual-Perceptual Skills–Revised: Implications for Occupational Therapy Assessment and Practice
Authors: Brown G. Ted , Gaboury Isabelle 
Published: October 2011

Abstract
OBJECTIVES. The aim of this study was to examine the measurement properties of the Test of Visual-Perceptual Skills–Revised (TVPS–R).
METHODS. A group of 356 typically developing children 5–11 years of age completed the TVPS–R along with three criterion measures.
RESULTS. Several of the TVPS–R items had item–total subscale correlation coefficients were lower than the 0.20 correlation criteria. Cronbach’s alpha coefficients varied between 0.74 and 0.84 for the seven subscales. The perceptual quotient (PQ) reliability coefficient for the age levels ranged between 0.79 and 0.91. The PQ total group reliability coefficient was 0.96.
Results from the principal component analysis indicated that the majority of the TVPS–R items loaded on a dominant first factor. Confirmatory factor analytic models were assessed using four different goodness-of-fit indices. Two of the fit indices supported the unidimensional assumption (RMR and CFI), while two of the fit indices did not support the TVPS–R one-factor model (chi-square and RMSEA). A unitary motor-free visual-perceptual factor was not found.
CONCLUSION. The TVPS–R PQ should not be used as an overall performance summary score. Of the seven TVPS–R subscales, five can be used with confidence (visual discrimination, visual-spatial relationships, visual-sequential memory, visual figure ground, and visual-closure) whereas the visual memory and visual-sequential memory subscales are not recommended.
Time Use of Mothers With School-Age Children: A Continuing Impact of a Child’s Disability
Authors: Crowe Terry K. , Florez Sandra I. 
Published: October 2011

Abstract
OBJECTIVE. The purpose of this study was to compare the time use of mothers of children with disabilities with the time use of mothers of children without disabilities.
METHOD. Sixty mothers with children 3 to 14 years of age (30 mothers with children with disabilities and 30 mothers with children without disabilities) completed time diaries over seven 24-hour days.
RESULTS. Significant differences were found between the two groups when comparing mean hours spent per week by mothers in occupations involving child-care activities and recreational activities. Mothers of children with disabilities spent significantly more time in child-care activities and significantly less time in recreational activities. In addition, mothers of children with disabilities reported fewer typical days and rated the quality of days as poorer. As children got older, the gap between the time mothers devoted to child care increased between the two groups.
CONCLUSION. The type of occupations a mother participates in varies significantly dependent upon whether a child in the family has a disability and the age of the child. Professionals need to work collaboratively with families to assist parents to meet the family’s daily needs particularly in light of the time demands of the mother.