bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Comparison of Performance Measures of an Added-Purpose Task Versus a Single-Purpose Task for Upper Extremities
Authors: Morton Gwen G. , Barnett David W. , Hale Lois S. 
Published: April 2012

Abstract
Occupational therapists often employ multidimensional tasks. These tasks, referred to as added-purpose tasks, provide a person with necessary exercise, yet direct the focus of attention toward another objective or outcome. The assumption is that the additional purpose will result in improved task performance, provided it is sufficiently distracting or meaningful to the person. The present study examined the effects of an added-purpose task compared with a single-purpose task on performance, as measured by the number of repetitions, task duration, and exercise heart rate. Thirty subjects performed either the added-purpose task or the single-purpose task three times during a 2-week period. Each session was terminated when the subject reported that he or she was exercising at a “very hard” rate on a measure of perceived exertion. A multiple analysis of variance for repeated measures indicated no significant difference between the performance of the subjects in the added-purpose versus the single-purpose task group on any of the dependent measures. Solicitation of patients’ assessment of the value and meaningfulness of the rehabilitative task has practical importance.
Efficacy and Efficiency: Self-Designed Versus Instructor-Designed Study Tools
Authors: Stern Erica B. , Hassanein Ruth S. 
Published: April 2012

Abstract
During the course of their education, occupational therapy students learn to administer complex structured assessments. For easier administration of these assessments, students design note cards, which then replace cumbersome test manuals during administration. This study considered whether students could learn test administration with equal efficiency and efficacy if given test administration note cards rather than having to design their own.
The results showed that the subjects using instructor-designed cards earned written test and practical examination scores similar to those of the subjects using self-designed cards. The subjects using instructor-designed cards spent significantly less (p = .003) total time in study than did the subjects using self-designed cards. The difference in time between the two groups was attributable to the time spent designing note cards. Therefore, distribution of instructor-designed note cards appears to offer equally effective and significantly more efficient learning when compared with that produced when students design their own cards. The differences in efficacy and efficiency were found to be similar for students of different learning styles.
Returning to School After a Spinal Cord Injury: Perspectives From Four Adolescents
Authors: Mulcahey M. J. 
Published: April 2012

Abstract
A phenomenological approach was used to explore the experience of returning to school following a spinal cord injury. Four adolescents who sustained spinal cord injuries and returned to premorbid school environments were interviewed concerning their perceptions, feelings, and experiences of returning to school. The responses were coded into six themes: people, role change, self-image, coping strategies, accessibility, and feelings. The themes were discussed as to their relevance on returning to school following a spinal cord injury. The research participants’ suggestions on ways to ease the transition from the rehabilitation environment to the school environment and implications of the study are included.
A Quality Implementation of Title I of the Americans With Disabilities Act of 1990
Authors: Rybski Debra 
Published: April 2012

Abstract
The Americans with Disabilities Act (ADA) of 1990 (Public Law 101–336) will have a major effect on private sector employers. Employers with 25 or more employees must provide qualified persons with disabilities equal access to employment with or without reasonable accommodations by July 1992. Employers with 15 to 24 employees must comply with the law by July 1994. Occupational therapy managers must understand the employment provisions of the law and develop strategies for implementation in order to comply with its regulations. This paper suggests the use of a total quality management approach, as espoused by W. E. Deming (1986), as a framework for an implementation plan. This approach focuses on quality improvement in the organization, respect of all workers for their abilities, replacement of fear of persons with disabilities with respect, and the building of partnerships between employers and employees with disabilities. A summary of the provisions of Title 1 as well as a checklist of measures and a sample job description that adheres to the regulations of Title 1 is presented to prepare an organization to become compliant. Occupational therapists are seen as uniquely skilled professionals who can contribute greatly in their own organizations as well as act as consultants to other managers in implementing Title 1 of the ADA using a total quality approach.
Upper Extremity Functional Changes Following Selective Posterior Rhizotomy in Children With Cerebral Palsy
Authors: Kinghorn Judith 
Published: April 2012

Abstract
Spasticity in children with cerebral palsy may inhibit function and reduce progress in therapy. Selective posterior rhizotomy, a neurosurgical procedure, has been found to effectively reduce spasticity in selected cases. The literature suggests that positive changes in upper extremity function results from this surgery. At the Alberta Children’s Hospital in Calgary, Alberta, Canada, all candidates for this surgery are screened by the neuromotor clinic team, which includes an occupational therapist, a speech therapist, and a physical therapist. This paper outlines the specific changes seen in the upper extremity functions of 7 children over a 12-month period following their surgeries. The data collected suggest the children had improved function in activities of daily living, play skills, balance, and endurance. This paper focuses on the changes in activities of daily living and recommends future direction for research in this area.
Occupational Therapy Entry-Level Program Applicants: A Survey of Northwest Schools
Authors: Dudgeon Brian J. , Cunningham Susie 
Published: April 2012

Abstract
Recruitment of occupational therapy students requires both expansion and broadening of ethnic, cultural, age, sex, and geographic distribution. Information used to guide recruitment activities can be limited, quickly outdated, and regionally nonspecific. Applicants to all entry-level programs in the Northwest were surveyed to assess trends that could influence recruitment practices. One hundred thirty-five (82.8%) of the 163 applicants surveyed responded to a questionnaire that probed for sources of exposure to occupational therapy, career goals, and educational preferences. Applicants indicated having an initial interest in allied health or education fields, yet only 36% began college with occupational therapy education in mind. Volunteer or work experience in specific practice settings was identified by approximately 80% of the applicants as an influence in seeking an education in occupational therapy. Career influences, goals, and educational program preferences did not differ among applicants based on age, residential background, grades, or previous degree. An absence of applicants of ethnic minority allows limited application of findings to these targeted groups.
Outcomes Assessment and Program Evaluation: Partners in Intervention Planning for the Educational Environment
Authors: Stern Karen A. , Kramer Paula 
Published: April 2012

Abstract
Accountability of educational institutions is a current trend in academia. Outcomes assessment provides a method of evaluating educational programs to ensure they are meeting their objectives. This paper presents an overview of outcomes assessment and describes its relationship to and integration with program evaluation. It also describes the implementation of an outcomes assessment program at Kean College of New Jersey, Union, New Jersey. A model for assessment within occupational therapy programs, which parallels a model for intervention planning, is introduced and discussed.
Treatment Choices: Rehabilitation Services Used by Patients With Multiple Personality Disorder
Authors: Richert Gail Zehner , Bergland Christy 
Published: April 2012

Abstract
This article identifies mental health rehabilitation services for patients with multiple personality disorder. Through the use of a literature review and a retrospective examination of 20 patients’ records, the frequency of discipline-specific services is noted in occupational therapy, art therapy, movement therapy, vocational counseling, and recreational therapy. Recommendations for practice and program development include ongoing education about multiple personality disorder and continual assessment of the patient’s functional level to identify subsequent treatment needs and services.
An Occupational Therapy Life Skills Curriculum Model for a Native American Tribe: A Health Promotion Program Based on Ethnographic Field Research
Authors: DeMars Patricia A. 
Published: April 2012

Abstract
A unique, nontraditional occupational therapy role focusing on primary prevention, community health promotion, and enhancement for a nonpatient population is examined. The purpose of this ongoing consultancy project was to develop a series of life skills and prevocational programs for an ethnic population of native Americans from elementary school through high school and post-secondary adulthood levels in British Columbia, Canada, from 1986 to 1990. This consultancy evolved from a philosophy of renewing and preserving the culturally distinct ethnic heritage and tribal integrity of this native American community.
Knowledge about sociocultural systems theory, anthropology, and developmental cognitive-behavioral learning theories are combined with ongoing clinical experience in psychosocial occupational therapy practice and consultancy principles to develop life skills and an educational, community-based prevention/wellness educational program model. Subsequent modifications of the original model, with consultancy recommendations for implementation of future programs, are based on tribal members’ feedback and concerns elicited with psychosocial and ethnographic interviewing techniques during villager community meetings. The replicability of this primary prevention and wellness life skills program model offers numerous possibilities for occupational therapists to develop similar programs within the cultural contexts and perceived needs of specific ethnic groups in other nontraditional community-based settings.
Cross-Cultural Occupational Therapy: A Critical Reflection
Authors: Kinébanian Astrid , Stomph Marjan 
Published: April 2012

Abstract
In the Netherlands, Dutch health care professionals, including occupational therapists, are confronted with a growing number of patients whose cultural backgrounds differ from theirs. Acknowledging this influx, the Dutch government allocated a grant for educating occupational therapy students on cross-cultural care. This paper summarizes the information we collected from a survey of Dutch occupational therapists on treatment of immigrants and briefly describes the eight educational tools we developed for the two occupational therapy curricula. Two of these tools are described fully – first, a critical essay on the white middle-class values and norms that underlie occupational therapy theory and practice, and second, the guidelines for developmental policies to use in the treatment of immigrant patients. Case studies illustrate how the values of our profession create obstacles to cross-cultural care.
Reliability and Construct Validity of the Clinical Observations of Motor and Postural Skills
Authors: Wilson Brenda , Pollock Nancy , Kaplan Bonnie J. , Law Mary , Faris Peter 
Published: April 2012

Abstract
The Clinical Observations of Motor and Postural Skills (COMPS) is a screening tool for children with motor incoordination. A study of reliability (test-retest, interrater, and internal consistency) and construct validity with 132 children, both with and without developmental coordination disorder, is reported here. Test-retest reliability over 2 weeks was high: .92 for a group of 48 children. Interrater reliability for occupational therapists experienced in pediatrics was also excellent: .87 for a group of 72 children. Internal consistency of the COMPS was high, particularly when one of the seven items (Schilder’s arm extension) was deleted. The test discriminates well between children with and without motor problems and has many properties of a good screening test.
Performance of Preschoolers on the Pediatric Clinical Test of Sensory Interaction for Balance
Authors: Richardson Pamela K. , Atwater Sarah W. , Crowe Terry K. , Deitz Jean C. 
Published: April 2012

Abstract
The purposes of this study were to describe the performance of 40 children aged 4 and 5 years on the Pediatric Clinical Test of Sensory Interaction for Balance (P-CTSIB) and to determine whether age- and gender-related differences were present. The P-CTSIB measures standing balance when sensory input is systematically altered. Kruskal-Wallis one-way analyses of variance by ranks (p ≤ .05) were used for comparisons by age and gender. When the 4-year-olds were compared with the 5-year-olds, significant duration differences were found in 4 of the 6 conditions in the heel-toe position of the P-CTSIB. The age-related differences on the remaining 2 heel-toe conditions, as well as on Condition 6 of the feet-together position, approached significance. Gender differences with 4-year-olds and 5-year-olds combined were statistically non-significant in all instances; however, girls performed better on 9 of the 12 conditions of the P-CTSIB. The results indicate that the feet-together position can discriminate between children without balance deficits and children with balance deficits. The heel-toe position is difficult for children aged 4 and 5 years without balance deficits and consequently has limited diagnostic value for this age group.
Test-Retest Reliability Study of the Pennsylvania Bi-Manual Worksample
Authors: Paul Stanley 
Published: April 2012

Abstract
Test-retest reliability of a vocational assessment battery called the Pennsylvania Bi-Manual Worksample (PBWS) (Roberts, 1969) was examined in this study. The PBWS was administered to 30 adults with developmental disabilities at two different times, with an interval of 7 to 10 days between administrations. The subjects, who had mild to moderate degrees of mental retardation and ranged in age from 25 to 51 years, were chosen randomly from a group of 95 employees of a sheltered workshop for adults with developmental disabilities in western New York. When the scores from the two test administrations were compared to determine test-retest reliability, a high intraclass correlation value of .98 was found, which indicates that the PBWS provides consistent information about the vocational skills of adults with developmental disabilities.
The Classroom as Clinic: Applications for a Method of Teaching Clinical Reasoning
Authors: Neistadt Maureen E. 
Published: April 2012

Abstract
This study examined the efficacy of one method for teaching diagnostic reasoning to occupational therapy students. During a clinical reasoning seminar in their first academic year, 80 entry-level occupational therapy master’s degree students in three successive classes were given three different levels of exposure to classroom-as-clinic or in-class evaluations of adults with physical or psychosocial disabilities. During the following summer, most students completed their first Level II fieldwork experience. Students’ grades for a second-year classroom-as-clinic experience with adults with physical disabilities were then compared across groups to determine the relative effect of the different seminar formats and fieldwork experiences. Students who had experienced in-class evaluations during their first academic year wrote significantly more accurate second-year evaluations than those who had not. Students who had completed psychosocial Level II fieldwork experiences were as accurate on their evaluations as students who had had physical dysfunction fieldwork experiences. The results suggest that in-class evaluations improve students’ diagnostic reasoning skills.
Reliability Analysis in Therapeutic Research: Practice and Procedures
Authors: Ottenbacher Kenneth J. , Tomchek Scott D. 
Published: April 2012

Abstract
Twenty studies examining the reliability of assessment devices and outcome measures in therapeutic research were reviewed and analyzed. The 20 investigations contained 215 quantitative reliability values published in either the American Journal of Occupational Therapy or Physical Therapy during the past 5 years. The reliability studies were classified as interrater, intrarater, test-retest, or internal consistency. Examination of interrater reliability accounted for 41% of all reported reliability values. Studies published in Physical Therapy were more likely to be concerned with test-retest reliability, whereas studies published in the American Journal of Occupational Therapy more often focused on interrater reliability. Examination of the data revealed that the intraclass correlation coefficient (ICC) was the most frequently reported estimate of reliability, accounting for 57% of all reported reliability coefficients. Further review of the results indicated that Pearson product-moment correlations and percentage of agreement indexes accounted for 22% of all reliability values reported in the studies examined. The Pearson product-moment correlation measures association or covariation among variables, but not agreement, and percentage agreement indexes do not correct for chance agreement. The argument is made that product-moment correlations and percentage agreement indexes are inadequate measures of interrater, intrarater or test-retest agreement. They should be used and interpreted with caution.
The Use of a Game to Promote Arm Reach in Persons With Traumatic Brain Injury
Authors: Sietsema Janine M. , Nelson David L. , Mulder Rebecca M. , Mervau-Scheidel Deborah , White Bob E. 
Published: April 2012

Abstract
This study tested a principle of occupational therapy and motor learning theory in the context of neurodevelopmental treatment techniques. Ten trials of occupationally embedded intervention (playing Simon,™ a computer-controlled game) were compared with 10 trials of rote arm-reach exercise. A counterbalanced design was structured so that each subject experienced each condition one week apart. Subjects were 17 men and 3 women with traumatic brain injury who exhibited mild to moderate spasticity in the upper extremity. Maximum distance from hip to wrist during active reach of the affected extremity was measured by digitization of videotape with the Motion Analysis™ EV-3D system. Results indicated that the use of the game elicited significantly more range of motion than the rote exercise (t (19) = 5.77, p &lt; .001). These results support the use of an occupationally embedded intervention for persons with traumatic brain injury and add to the theoretical base of occupational therapy.
Women’s Mental Health: Implications for Occupational Therapy
Authors: Nahmias Rochelle , Froehlich Jeanette 
Published: April 2012

Abstract
This article describes issues of sexism in the mental health profession. Theoretical bias in psychiatry and the sociopolitical status of women are both linked to the inappropriate mental health treatment of women. A relational model of women’s psychological development is offered as an alternative theoretical perspective for understanding the mental health needs of women. Ways to integrate this perspective in occupational therapy practice are included.
A Hierarchical Model for Evaluation and Treatment of Visual Perceptual Dysfunction in Adult Acquired Brain Injury, Part 1
Authors: Warren Mary 
Published: April 2012

Abstract
A developmental framework for evaluation and treatment of visual perceptual deficits in adults with acquired brain injury is presented. The framework is based on a review of research conducted on post–cerebrovascular accident subjects and subjects with traumatic brain injuries. Visual perceptual skill is conceptualized as a hierarchy of skill levels that interact and subserve each other. Higher level skills evolve from integration of lower level skills and are subsequently affected by disruption of lower level skills. Oculomotor control, visual field, and acuity form the foundation skills, followed by visual attention, scanning, pattern recognition, memory, and visual cognition. Brain injury can affect the integrity and interaction of each skill level and affect daily living function. Application of this framework dictates a bottom-up approach to evaluation and treatment, emphasizing identification and remediation of deficits in lower level skills to allow normal integration of higher level skill.
The Efficacy of Upper Extremity Inhibitive Casting: A Single-Subject Pilot Study
Authors: Tona Janice L. , Schneck Colleen M. 
Published: April 2012

Abstract
This pilot study was designed to examine the effects of short-term (48-hr) upper extremity inhibitive casting, with an encased thermoplastic splint, on problems related to upper motor neuron damage. The subject was an 8 ½-year-old girl with left upper extremity spasticity. Three different measures were used: (a) rating of videotaped active movements of the child; (b) the Modified Ashworth Scale, a clinical measure of spasticity; and (c) The Biodex System, a measure of torque during passive elbow flexion and extension. After cast removal, subjective improvements were noted in the quality of active movement (through videotapes) and increased awareness and use of the casted hand by the child (through parents’ reports). A trend toward decreased spasticity was demonstrated by the Modified Ashworth Scale and a statistically significant decrease in resistance to passive movement was shown by the Biodex recordings. However, this reduction in symptoms was temporary, lasting less them 3 days. The results of this study suggest that short-term inhibitory casting may prove efficacious in the treatment of the child with cerebral palsy, although further research is needed.
Program Planning: The Clinical Utility of Three Activities of Daily Living Assessment Tools
Authors: Settle Carla , Holm Margo B. 
Published: April 2012

Abstract
A jury of five occupational therapy experts was used to evaluate the clinical utility of three activities of daily living assessment tools that were originally designed for purposes other than individualized occupational therapy assessment or program planning. The three tools were the Index of Independence in Activities of Daily Living, PULSES Profile, and Physical Self-Maintenance Scale. Using the results from each tool, scored for a simulated patient with a right cerebrovascular accident, as well as medical information about the patient, the jury members were asked to plan a treatment program. The consensus of the jury was that the results from each tool did not provide enough information to help them identify the patient’s specific performance problems or the causes of those problems. Therefore, the three tools were considered to have low clinical utility for planning individualized occupational therapy treatment. For use in planning an individualized treatment program, an activities of daily living assessment tool should provide specific information about which component of a task the patient found difficult or was unable to do and the type and level of assistance required.