bluuebunny/crossref_metadata_2025_split huggingface dataset:
Coping Strategies Used by Occupational Therapy Students During Fieldwork: An Exploratory Study
Authors: Mitchell Marlys M. , Kampfe Charlene M. 
Published: April 2012

Abstract
This exploratory study examined the coping strategies and perceptions of 24 graduate students in occupational therapy who were participating in their second Level II fieldwork experience. The instruments used were the revised Ways of Coping Checklist (WCCL) (Vitaliano, Russo, Carr, Maiuro, & Becker, 1985) and a questionnaire developed by the authors. The results showed that of the five coping scales of the WCCL, the students used the Problem-Focused and Seeks Social Support strategies more than the Blamed Self, Wishful Thinking, and Avoidance strategies. Most of the students perceived the fieldwork experience as important, controllable, and stressful, but not disruptive to their lives.
An Overview of the Sensory Integration and Praxis Tests
Authors: Mailloux Zoe 
Published: April 2012

Abstract
This paper reviews the Sensory Integration and Praxis Tests (SIPT) (Ayres, 1989b), including its history and development, standardization, reliability, validity, and interpretation. Based on decades of theory development and earlier standardized tests, the SIPT represents a sound assessment tool for the evaluation of sensory integration and praxis in children. The SIPT’s implications for the field of occupational therapy are important and widespread. This article serves as an introduction to other papers in this issue that have used the SIPT as a research tool.
Using the Sensory Integration and Praxis Tests to Measure Change: A Pilot Study
Authors: Kimball Judith Giencke 
Published: April 2012

Abstract
Nineteen boys aged 6 through 8 years were pretested with the preliminary edition of the Sensory Integration and Praxis Tests (SIPT) (Ayres, 1984). They subsequently received 6 months of twice weekly occupational therapy with sensory integration intervention in a school setting and were then posttested with the preliminary edition of the SIPT. Significant improvement was seen in scores of grouped data on tests of praxis, somatovestibular functioning, and bilateral integration and sequencing. Individual improvement was visible in the Western Psychological Services ChromaGraphs of 17 of the 19 boys. Although preliminary, these findings suggest that the SIPT, unlike the Southern California Sensory Integration Tests (Ayres, 1972a), may be used to document improvement in children who have received occupational therapy with sensory integrative techniques.
The Relationship Between Form and Space Perception, Constructional Abilities, and Clumsiness in Children
Authors: Murray Elizabeth A. , Cermak Sharon A. , O’Brien Valerie 
Published: April 2012

Abstract
The Sensory Integration and Praxis Tests (SIPT) (Ayres, 1989) were administered to 21 children with learning disabilities and 18 children without learning disabilities, aged 5 to 8 years. The children with learning disabilities were divided into two groups, clumsy and nonclumsy, on the basis of their scores on the Test of Motor Impairment (Stott, Moyes, & Henderson, 1984). It was hypothesized that the learning-disabled children in the clumsy group would score significantly lower than the learning-disabled children in the nonclumsy group on the six SIPT subtests that measure form and space perception and visual construction and that the nonclumsy learning-disabled children, in turn, would score significantly lower than the non-learning-disabled children. It was further hypothesized that there would be a significant correlation between the degree of clumsiness and the degree of visual perceptual and constructional deficits. An analysis of the data indicated that both groups of learning-disabled children scored lower than the non-learning-disabled children on four of the six SIPT subtests. The clumsy and nonclumsy children with learning disabilities, however, differed from each other on only two subtests. The degree of clumsiness correlated significantly with three of the six subtests. The results are discussed in terms of variations in perceptual and motor skills related to subtypes of learning disabilities.
Praxis on Verbal Command and Imitation
Authors: Cermak Sharon A. , Morris Margaret L. , Koomar Jane 
Published: April 2012

Abstract
Nondysfunctional 4-year-old and 6-year-old children were administered the Praxis on Verbal Command subtest of the Sensory Integration and Praxis Tests (SIPT) (Ayres, 1989) under two conditions. One condition was administered in the standardized manner on verbal command; the other involved administration of the same items on imitation. An analysis of variance indicated that the variables of age and condition were significant, whereas sex was not significant. The Age X Condition interaction was also significant. Scheffé multiple comparisons revealed a significant difference between 4-year-olds and 6-year-olds on verbal command but not on imitation. Verbal-command scores were significantly lower than imitation scores for the 4-year-olds but not for the 6-year-olds.
Environmental Support and the Development of Grasp in Infants
Authors: Hirschel Amy , Pehoski Charlane , Coryell Jane 
Published: April 2012

Abstract
This study examines the acquisition of internal stability as it relates to the development of prehension in normal infants. Thirty-two subjects, 7 to 14 months of age, were observed grasping Cheerios from styrene surfaces that provided different amounts of support to the infants’ hands. The subjects were scored on the grasp patterns they used and on their success in securing a Cheerio without dislodging the styrene surface from a platform. Success increased with age, thus demonstrating a developmental progression in the acquisition of upper extremity internal stability. Consistency of grasp also increased with age. Whereas the youngest infants (7 to 8 months old) reverted to immature grasp patterns on the less stable surfaces, the oldest infants (13 to 14 months old) used mature pincer grasp patterns consistently. Infants 10 to 11 months old seemed to be in a transitional stage between the variability of grasp seen in the youngest infants and the consistency achieved by the oldest group.
Self-Esteem in Children: Considerations for Measurement and Intervention
Authors: Mayberry Wanda 
Published: April 2012

Abstract
A differentiated model of self-esteem, based on William James’s (1890), C. H. Cooley’s (1902/1968), and G. H. Mead’s (1925/1968) works and developed by Dr. Susan Harter (1983), is presented as a valuable tool for the occupational therapist to use in evaluation and intervention. Competence and social support are considered important components, and discounting is presented as a mechanism for the maintenance or improvement of self-esteem. Social comparison, social desirability, and defensiveness are discussed as important considerations, particularly regarding children with disabilities.
Preparation of Occupational Therapists to Work in Early Intervention Programs
Authors: Humphry Ruth , Link Sandra 
Published: April 2012

Abstract
This paper presents the results of a survey of 43 occupational therapy academic programs regarding their preparation of students to work with young children with special needs. The number of instructional hours devoted to topics related to services for infants or toddlers and their families varied greatly. Some programs plan an increase in hours but are limited by the total hours available within the curriculum.
This paper also shares the recommendations of a panel of occupational therapists with expertise in early intervention and entry-level education. The panel was concerned with the quality of preparation of therapists entering early intervention programs and encouraged the profession to review the amount of course work within each curriculum that introduces students to basic knowledge and skills related to early intervention. Some knowledge, such as the consultant’s role and working with families of persons who are physically or mentally challenged, are common to other practice areas. The panel stressed that students be taught strategies for obtaining the training necessary for postgraduate entry into a specialty area such as early intervention.
Clinical Teaching: Fieldwork Supervisors’ Attitudes and Values
Authors: Kautzmann Lisette N. 
Published: April 2012

Abstract
The purpose of this study was to initiate the identification of fieldwork supervisors’ educational needs by ascertaining their values and attitudes toward exemplary principles of teaching advocated by adult educators. Each principle was rephrased as an attitude or value associated with Level II fieldwork, matched with a Likert-type 5-point interval scale, and distributed to a convenience sample of 81 fieldwork supervisors. Ninety-two percent of the questionnaires were returned. The statement responses were tallied by frequency and were then summed and ranked. The range of scores indicated that the fieldwork supervisors’ values and attitudes were congruent with the identified principles of teaching. The rankings revealed that the supervisors placed the highest value on providing a thorough orientation and the lowest values on individualization of the fieldwork experience and supervisor–student collaboration. The findings indicate a need for further education about ways to individualize learning and involve students in planning, implementing, and evaluating the learning experience.
Perceptions of Role Assessment Tools in the Physical Disability Setting
Authors: Vause-Earland Tracey 
Published: April 2012

Abstract
Various role assessment tools in occupational therapy have been developed to help the clinician understand role performance and role adjustment and guide the structure of intervention. This study was designed to examine the clinician’s perceptions of standardized role assessment tools in physical disability settings. A random sample of 450 occupational therapists was surveyed to learn about therapists’ knowledge of four published role assessment tools. The study also examined the frequency of tool use in the acute care hospital, the rehabilitation center, and the long-term care facility.
The results from 236 questionnaires (a 52% response rate) indicated that more than half of the respondents reported that their current initial evaluation did not effectively address role performance. Additionally, most of the therapists surveyed had a poor understanding of the four standardized role assessment tools, and only 5% were using an assessment instrument in their practice. The respondents reported a desire to learn more about these instruments and how they affect treatment planning. Training implications, educational opportunities, and recommendations for future research are discussed.
Reliability of Three Clinical Measures of Muscle Tone in the Shoulders and Wrists of Poststroke Patients
Authors: Worley J. Scott , Bennett Wanda , Miller Georganna , Miller Mary , Walker Blanks , Harmon Clarissa 
Published: April 2012

Abstract
Muscle tone was tested at the shoulders and wrists of 49 randomly selected poststroke patients with the use of resting joint position (SJP and WJP), resistance to passive movement or stiffness (SRM and WRM), and angle of appearance of resistance (SAR and WAR). Subjects were tested while seated with their arm supported in a suspension sling adapted for free movement. Five of the first and immediately repeated measurement pairs showed strong correlations and interrater reliability (SJP, .839; WJP, .900; SRM, .886; WRM, .904; SAR, .884 [p &lt; .05]). The sixth (WAR) showed moderate reliability (.618, p &lt; .05). Resting joint position measurements were most reliable among subjects with higher tone. The joint first measured had a slight order effect on SRM among subjects with higher muscle tone. Its second measurements were slightly increased over the first among those subjects whose shoulders were measured first and slightly reduced when measured immediately after the wrist. Reliable means of clinical evaluation of muscle tone at the shoulder and wrist are available if the influence of level of tone and the mutual influence of muscles tested are prudently considered.
Play Deprivation in Children With Physical Disabilities: The Role of the Occupational Therapist in Preventing Secondary Disability
Authors: Missiuna Cheryl , Pollock Nancy 
Published: April 2012

Abstract
Self-initiated free play experiences are vital for the normal growth and development of all children. In this paper, children with physical disabilities who are deprived of normal play opportunities are viewed as having a second disability that hinders their potential for independent behavior and performance. Physical, social, personal, and environmental barriers that may limit the play experiences of children with physical disabilities are delineated. Studies of the interactions of these children during play are discussed, and a case is made for the promotion of active, free play in the home, the school, and the community. As facilitators of this process, occupational therapists must consider a variety of factors, including the unique capabilities of the child, the influence of parent–child and peer relationships, the role of other caregiving adults, the adaptation of toys and materials, and the impact of the environment and setting.
The Therapist With the Three-Track Mind
Authors: Fleming Maureen Hayes 
Published: April 2012

Abstract
This article reports some of the results of the American Occupational Therapy Association/American Occupational Therapy Foundation Clinical Reasoning Study. Therapists are thought to use three different types of reasoning when solving problems in day-to-day practice. Procedural reasoning guides the therapist in thinking about the patient’s physical performance problems. Interactive reasoning is used when the therapist wants to understand the patient as a person. Conditional reasoning is used to integrate the other two types of reasoning as well as to project an imagined future condition or situation for the person. Experienced occupational therapists seem to shift smoothly from one mode of thinking to another in order to analyze, interpret, and resolve various types of clinical problems.
Clinical Reasoning and New Ideas on Intelligence: Implications for Teaching and Learning
Authors: Schwartz Kathleen Barker 
Published: April 2012

Abstract
Some recent research efforts have been focused on the attainment of a better understanding of intelligence and reasoning. One such study is the Clinical Reasoning Study funded by the American Occupational Therapy Association and the American Occupational Therapy Foundation. Other studies have been conducted by theorists of human development. The findings of both groups reveal three common themes: the multiple aspects of intelligence, the importance of understanding the patient’s story, and the use of the caring perspective. This article examines these shared themes and discusses their implications for new directions in occupational therapy curricula.
The Narrative Nature of Clinical Reasoning
Authors: Mattingly Cheryl 
Published: April 2012

Abstract
Narrative reasoning is a central mode of clinical reasoning in occupational therapy. Therapists reason narratively when they are concerned with disability as an illness experience, that is, with how a physiological condition is affecting a person’s life. In this paper, narrative reasoning is contrasted with propositional reasoning, and two kinds of narrative thinking are examined. The first is the use of narrative as a mode of speech that can be contrasted with biomedical discourse, in which disability is framed as physical pathology. The second involves the creation rather than the telling of stories. Therapists try to “emplot” therapeutic encounters with patients, that is, to help create a therapeutic story that becomes a meaningful short story in the larger life story of the patient.
Meaning Ascribed to Major Professional Concepts: A Comparison of Occupational Therapy Students and Practitioners in the United States and Israel
Authors: Katz Noomi , Sachs Dalia 
Published: April 2012

Abstract
A number of concepts related to human performance, such as occupation, purposeful activity, function, work, doing, and play/leisure, are widely used in occupational therapy. Because these concepts are essential to the profession, we seek to understand their meaning. Many theorists in occupational therapy define and attribute different levels of importance to each of these concepts. The present study examines the professional (student vs. practitioner) and universal (American vs. Israeli) meanings of the six concepts named above. Four statistical methods were used: (a) a multivariate analysis of variance, (b) t tests and a sign test to analyze the Osgood semantic differential, and (c) Individual Differences in Multidimensional Scaling (Carroll & Chang, 1970). The results indicate that the American occupational therapists ascribed higher affective meanings than did all of the other groups to the concepts of purposeful activity, function, doing, and work. No difference was found for occupation and hobby, which rated high for all groups. Differences in the dimensions underlying the concepts between American and Israeli subjects suggest a cultural and linguistic influence on the meaning ascribed to the concepts.
Time as a Commodity: Reflections and Implications
Authors: Peloquin Suzanne M. 
Published: April 2012

Abstract
American society’s conceptualization of time as a commodity has supported occupational therapy practice since its inception. This article discusses numerous contemporary media messages about time both because they are pervasive and because their meaning often escapes us. Popular magazines, greeting cards, and cartoons weave themes about time into the fabric of other messages. There is remarkable coherence in the themes that cut across these three sources of time messages. Commercial images reveal the ideas that we are asked to accept about time; satirical images ask us to reflect about the ideas that we have accepted. A preponderance of images suggest that we control time and live in style. These suggestions constitute a cultural force that shapes personal values toward an end that we rarely consider. Occupational therapists need to recognize the presence and power of media images that radically challenge the meaning of living a satisfying life.
Influence of Occupational Therapy Curricula on Students’ Attitudes Toward Persons With Disabilities
Authors: Estes Joanne Phillips , Deyer Carole A. , Hansen Ruth A. , Russell J. Curtis 
Published: April 2012

Abstract
The influence of occupational therapy curricula on students’ attitudes toward persons with disabilities was studied. Twenty-six female students in either their first or fourth (i.e, final) semester of the occupational therapy curriculum were assessed with the Attitudes Toward Disabled Persons Scale (ATDP) (Yukor, Block, & Younng, 1966). A comparison group, 26 female students in either their first or fourth semester of the medical technology program, was also assessed with this scale. As hypothesized, the fourth-semester occupational therapy students showed significantly higher scores than did the other three groups of subjects. Also as predicted, this same group showed significantly higher scores than their first-semester counterparts and the fourth-semester medical technology students. No significant difference was found between first-semester and fourth-semester medical technology students. The occupational therapy curriculum appears to positively influence students’ attitudes towards persons with disabilities.
Job Satisfaction of Occupational Therapy Faculty
Authors: Rozier Carolyn K. , Gilkeson Grace E. , Hamilton Basil L. 
Published: April 2012

Abstract
What causes occupational therapy faculty to be satisfied with their teaching roles? A survey of 538 occupational therapy faculty was conducted with questions that identified demographic information and inquired about specific satisfying and dissatisfying items. Responses indicated no strong correlations between demographic information and satisfaction items but did offer some implications that warrant attention. The faculty were satisfied with teaching in general and specifically with the academic environment, the opportunity to design learning experiences, and the lack of constraints in higher education. The results of this study may help educational administrators make decisions that will foster recruitment, retention, and socialization of occupational therapy faculty.
Ethical Dilemmas in Family Caregiving for the Elderly: Implications for Occupational Therapy
Authors: Hasselkus Betty Risteen 
Published: April 2012

Abstract
An analysis of 60 ethnographic interviews with family caregivers for frail community-based elderly persons has suggested that ethical dilemmas are an important organizing framework for family caregiving. The present paper explores this conjecture as it relates to the practice of occupational therapy with older clients and their families. Major themes of ethical dilemmas in family caregiving, as derived from the ethnographic data, are described. Verbatim interview data are presented to illustrate the close ties between caregiving activity and the caregiver’s ethical convictions. Occupational therapists are encouraged to seek understanding of their clients’ ethical beliefs in order to maximize the potential for a therapeutic relationship built on mutual understanding and partnership.
An Ethnographic Study of Independent Living Alternatives
Authors: Spencer Jean Cole 
Published: April 2012

Abstract
The purpose of this ethnographic study was to compare 12 settings in which housing, attendant assistance, and transportation were shared by clusters of young adults with physical disabilities during the early years of the independent living movement. The settings that were studied were (a) a demonstration independent living program established by a medical rehabilitation facility, (b) a university dormitory, (c) four apartment clusters, and (d) six nursing homes. Data were gathered with ethnographic interviews of 109 subjects as well as by participant observation in each setting. Independent living alternatives are compared in terms of their ability to support residents’ engagement in school, work, and leisure activities and their social and cultural similarities and differences. Findings are also reported on how residents viewed their experience in clustered living arrangements and how they believe these experiences shaped their future. Implications of the findings are discussed in terms of public policy issues, including the need for community-based support services, alternative models for organizing such services, and better planning of transitions from institutions to the community.
Treatment of Lateral Epicondylitis
Authors: Fillion Peggy L. 
Published: April 2012

Abstract
Lateral epicondylitis associated with cumulative trauma as seen in the clinical setting has usually involved long-term care with fair results. This paper describes the structured treatment program for lateral epicondylitis developed at the Michigan Hand Rehabilitation Center in Warren, Michigan. Results of the program, as reflected in five cases, have been a decrease in treatment time and a high incidence of return to work with no symptoms or reduced symptoms.