bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Ability of Professional Programs in Occupational Therapy to Accommodate the Older Student
Authors: Strickland L. Randy 
Published: April 2012

Abstract
Research data suggest that 24% of the 25- to 34-year-old age group are college graduates who are prime candidates for returning to the university campus. As a professional field in which the enrollment of traditional-age students might decline, occupational therapy may need to find ways to attract older students. Thus, there is a need to examine whether occupational therapy curricula are designed to accommodate older students.
AIDS: Guidelines for Occupational Therapy Intervention
Authors: Denton Rick 
Published: April 2012

Abstract
Acquired immune deficiency syndrome (AIDS) is currently considered the nation’s number one health problem. More than 30,000 persons have been diagnosed with this disease to date, and 40,000 new cases are anticipated for the next 2 years. This paper reviews the current facts regarding AIDS, including its modes of transmission and clinical symptomatology. Guidelines for occupational therapy assessment and treatment are presented, including general precautions and recommended intervention strategies.
Cognitive Rehabilitation: A Model for Occupational Therapy
Authors: Abreu Beatriz Colon , Toglia Joan Pascale 
Published: April 2012

Abstract
A theoretical model that provides a foundation for understanding function and dysfunction in cognition and perception is needed as a prerequisite for the development of effective assessment and treatment tools to be used with the brain-injured adult. Such a model and clear definitions are absent in the occupational therapy literature on adult brain function and dysfunction.
This paper represents a cognitive rehabilitation model adapted for occupational therapy from the fields of neuropsychology and cognitive psychology. Differentiation of terms, an overview of the model’s theory, and evaluation principles are discussed. Cognitive rehabilitation is presented from an information processing perspective. Three other treatment approaches identified in the literature are discussed and compared with cognitive rehabilitation.
Body Part Identification in 1- to 4-Year-Old Children
Authors: MacWhinney Kathryn , Cermak Sharon A. , Fisher Anne 
Published: April 2012

Abstract
The purpose of this study was to examine the sequence in which body parts are learned and can be identified by very young children. The 101 children tested were divided into four age groups: 1-year-olds, 2-year-olds, 3-year-olds, and 4-year-olds. The children were requested to point to 20 body parts on a doll. Analysis of the results indicated significant differences in the ability to identify body parts by age and sex. The greatest increase in scores occurred between the ages 1 and 2 years, with girls achieving a slightly higher score in each age group. The percentage of subjects at each age who identified different body parts is presented, indicating the sequence in which body parts are learned.
The Effects of Activity-Elicited Humor and Group Structure on Group Cohesion and Affective Responses
Authors: Banning Mary Rus , Nelson David L. 
Published: April 2012

Abstract
The ability to analyze the therapeutic components of an activity is an important skill for occupational therapists. This study examined two potentially significant factors in activity analysis: the use of humor and the effect of group structure. Four groups (two with a parallel structure and two with a project structure) participated in a hat-making activity designed to elicit humor. Four groups (two with a parallel structure and two with a project structure) participated in a bookmark-making activity. The 28 female subjects’ affective responses were measured by Osgood’s short-form semantic differential, and the cohesion among group members was assessed by the Group Environment Scale. Results indicated that subjects who participated in groups which included humor rated their activity significantly higher on two factors of affective meaning (evaluation and action) and significantly higher in terms of cohesion. There was a significant interaction between the two activities and group structure in terms of the action factor and cohesion. In both cases the parallel groups making bookmarks received particularly low scores. The findings have implications for conceptualizing occupational therapy group activities.
Activity: Occupational Therapy’s Treatment Method
Authors: Allen Claudia Kay 
Published: April 2012

Abstract
A philosphical framework to explain the value of using activity as a treatment method is the challenge pursued for this lectureship. Primary resources came from Soviet psychology, the only social science discipline using the concept of activity as a focus of study. The focus of study selected for occupational therapy is disability, which is explained within the context of doing an activity. The patient’s purpose for doing an activity is described by the degree of sensorimotor thought processed during a functional state. A hierarchy of activity analysis is used to begin the development of typologies for feasible operations, satisfactory results, and desirable activities. The philosophical framework is applied to three types of patient populations that pose problems in stating treatment objectives, patients that have (a) a good prognosis but one that is associated with alternative explanations for change, (b) a poor prognosis associated with a lifelong disability, and (c) a grave prognosis associated with a progressive loss of functional abilities. A refined treatment hypothesis is suggested: Therapeutic activity compensates for disability by using remaining capabilities to accomplish desirable activities with satisfactory results.
Intraprofessional Team Building
Authors: Blechert Toné F. , Christiansen Marianne F. , Kari Nancy 
Published: April 2012

Abstract
This article discusses the importance of team building between occupational therapists and occupational therapy assistants and the relationship of teamwork to the effectiveness of service delivery within the profession of occupational therapy. If team members’ needs are not satisfied, dysfunctional intraprofessional teams result. Team building is based on the satisfaction of three areas of individual need: (a) ministration, which leads to mutual respect; (b) mastery or effective performance; and (c) maturation or personal growth and professional socialization. A better understanding and appreciation of the roles of therapist and assistant and their relationships can resolve the team deficits. A developmental team chart that uses a systems theory model as an organizing framework is presented as an action plan for team building. Suggestions are made to academic and fieldwork educators and professional and technical clinicians to strengthen intraprofessional relationships in occupational therapy.
Occupational Therapy in Mother and Child Health Care Centers
Authors: Parush Shula , Lapidot Gila , Edelstein Paula V. , Tamir Dov 
Published: April 2012

Abstract
This paper describes the results of an infant stimulation program that involved mothers and their infants registered at Mother and Child Health Care centers in Jerusalem. A questionnaire was used to evaluate the mothers’ knowledge, attitudes, and practices regarding the developmental needs of their infants. A developmental assessment was used to evaluate the infants’ reaching and grasping abilities at 4 months of age.
The questionnaire was completed by 175 mothers in the program (the experimental group) and a control group of 124 mothers. The results showed that, despite demographic differences that were likely to positively affect the control group’s scores, the experimental group’s scores were significantly higher. The results of the developmental assessment administered to 107 infants in the experimental group and 74 infants in the control group also indicated that, on 4 out of 5 reaching and grasping items, the experimental group performed significantly better.
This study emphasizes the value of structuring a developmental curriculum for newborn infants and their mothers within an occupational therapy program.
Effects of Project Versus Parallel Groups on Social Interaction and Affective Responses in Senior Citizens
Authors: Nelson David L. , Peterson Cindee , Smith Doris A. , Boughton Judith A. , Whalen Gail M. 
Published: April 2012

Abstract
Using activity analysis, occupational therapists structure group activities to meet the needs and goals of group members. This study compared the effects of project group structure (subjects participate together on a common task) with parallel group structure (subjects each have a task) in a sample of healthy seniors (32 women and 9 men). Subjects randomly assigned to either experimental condition made creative and imitative collages in a counterbalanced order. Time-sampled observations revealed that project group subjects talked and looked at others significantly more than parallel group subjects. On-task and laughing behaviors were also measured, but results were inconclusive. Project group subjects rated their activities higher on the action factor of the Osgood semantic differential (OSD) than did parallel group subjects, but there were no other differences on the OSD or on MacKenzie’s Group Climate Questionnaire. Nor were there significant main effects between the creative collage and the imitative collage. Results are discussed both in terms of group task structure as an occupational therapy tool and in terms of methodologies for future activity analysis research.
Occupation: Form and Performance
Authors: Nelson David L. 
Published: April 2012

Abstract
As used both in everyday language and in the literature of occupational therapy, occupation is an ambiguous term. This article defines occupation unambiguously as the relationship between two things: occupational form and occupational performance. Each occupational form has an objective nature independent of the individual engaged in the occupation; sociocultural as well as physical characteristics constitute each occupational form. Occupational performance, in turn, is the action elicited, guided, or structured by the preexisting occupational form. Although occupational form may be said to predict or explain occupational performance, the nature of occupation is not deterministic. A series of figures in the paper graphically depicts how the individual’s interpretation of an occupational form (its meaning) depends on the individual’s developmental structure, and how occupational performance depends on the individual’s sense of purpose. The dynamics of occupation are such that occupational performance impacts on subsequent occupational forms and promotes adaptations in the individual’s own developmental structure. The framework explained here can be applied to different levels of occupation, depending upon the unit of time used by the analyst. A table presents an extensive set of examples oriented to a specific occupation. Recommendations for future scholarly inquiry are made.
The Use of Behavioral Techniques in Functional Skills Training After Severe Brain Injury
Authors: Giles Gordon Muir , Clark-Wilson Jo 
Published: April 2012

Abstract
This paper discusses the application of behavioral methods to functional skills training in the adult with severe brain damage. Four cases are described demonstrating the effectiveness of this type of intervention in teaching washing and dressing skills. Three patients had deficits arising from traumatic brain injury and one had continuing problems following herpes simplex encephalitis. Theoretical issues in adapting behavioral methods to the needs of such patients who have severe disorders of memory, attention, and motivation are discussed.
Models of Occupational Therapy Service Provision in the School System
Authors: Dunn Winnie 
Published: April 2012

Abstract
Occupational therapy is a related service when provided within the public schools, which means that services must enhance or support educational goals. Three service provision models have been described for school therapists: direct service, monitoring, and consultation. Direct service addresses individualized needs that require specialized intervention strategies which can safely be performed only by the occupational therapist. Monitoring, which is sometimes referred to as integrated programming, uses therapeutic expertise within functional tasks to maximize opportunities for practice and generalization. Consultation addresses problems by enabling others to work more effectively on the educational goals they have set for the students. Evidence is accumulating to demonstrate that each model is effective when chosen and applied appropriately. This paper reviews each model, provides examples of studies that have been conducted, and suggests directions for future research.
Using a Single-Subject Research Design to Evaluate the Effectiveness of Treatment
Authors: Campbell Philippa H. 
Published: April 2012

Abstract
Single-subject designs allow therapists to evaluate the effects of treatment on individual students, the effects of individualized occupational therapy services across a group of students, and the effects of a specific treatment procedure on a group of students. The purpose of this article is to provide information to enable therapists to use single-subject designs effectively in public school occupational therapy programs.
Linking Purpose to Procedure During Interactions With Patients
Authors: Peloquin Suzanne M. 
Published: April 2012

Abstract
Occupational therapists’ use of goal statements during interactions with patients can extend far beyond the care-planning session. Each treatment session provides an opportunity to match goals decided upon by the patient and therapist with a structured activity, thus endowing that activity with a therapeutic purpose. This article presents a rationale for discussing with patients the purpose and relevance of any procedure. The rationale for providing information and explanation is based on current health care trends, traditional occupational therapy assumptions, and the often ambiguous nature of activity, occupational therapy’s primary modality.
Independent Living Skills Groups in a Level I Fieldwork Experience
Authors: Neistadt Maureen E. , O’Reilly Madelyn 
Published: April 2012

Abstract
Since 1985, the Tufts University–Boston School of Occupational Therapy has experimented with a service model for Level I fieldwork that uses independent living skills (ILS) groups. Under the off-site supervision of the course instructor and a Level I coordinator, students taking an Advanced Group Process course have run ILS groups in community agencies using faculty- and staff-developed group protocols. Populations served have included adolescents and adults with developmental disabilities, adults with psychosocial dysfunction, well geriatric adults, and single mothers. The response of area clinicians has been very positive—the number of settings willing to accept students for this experience has more than doubled since the ILS groups have been introduced. This approach to Level I fieldwork, which does not require as much faculty time as do other service models currently in use, could be applied to other Level I experiences and provide a structure for expanding occupational therapy into nontraditional community settings.
Burnout in Occupational Therapists
Authors: Rogers Joan C. , Dodson Susan C. 
Published: April 2012

Abstract
Burnout is a job-related condition involving feelings of emotional exhaustion, depersonalization, and reduced personal accomplishment. The Maslach Burnout Inventory (Maslach & Jackson, 1981a) is the instrument most widely used to measure job-related stress in human service professions, such as occupational therapy. This study explored the application of the Maslach Burnout Inventory for use with occupational therapists. The subjects were 99 registered occupational therapists residing in the southeastern United States. Mean scores lower than the aggregate occupational norms provided by the test’s authors on the Emotional Exhaustion and Depersonalization subscales supported the need to develop specific norms for occupational therapists. Results of this study indicate that use of the aggregate norms would underestimate the level of experienced burnout. Correlational analyses delineated significant relationships between age and Emotional Exhaustion and Depersonalization, education and Emotional Exhaustion and Depersonalization, years of work as an occupational therapist and Depersonalization and Personal Accomplishment, years in the present position and Personal Accomplishment (intensity only), hours of direct patient contact and Emotional Exhaustion (intensity only), and hours of direct patient contact and Depersonalization (frequency only). These correlates of burnout furnish clues for understanding the development of work-related stress in occupational therapists.
Anger Intervention
Authors: Taylor Eve 
Published: April 2012

Abstract
This article compares and contrasts psychoanalytic and cognitive-behavioral approaches to anger intervention. Related research is discussed and a cognitive-behavioral model of anger intervention is presented. The model views anger as an affective stress reaction consisting of four factors: physiological arousal, antagonistic cognitions, environmental stimuli, and behavioral reactions. The article also examines occupational therapy assessment and treatment goals on the basis of the cognitive-behavioral model and recommends stress management activities and techniques for helping clients control the factors that mediate their anger
The Significance of Clinical Change and Clinical Change of Significance: Issues and Methods
Authors: Ottenbacher Kenneth J. , Johnson Mary Beth , Hojem Margaret 
Published: April 2012

Abstract
The emphasis on systematic methods of demonstrating accountability in health care is affecting the delivery of human services at all levels, from hospitals and community centers to individual private practitioners. New procedures are being proposed to meet the accountability demands encountered by therapists. Several recently developed methods for documenting clinical change in patient status are presented, and the relationship of this documentation to traditional research methods is briefly explored. A clinical illustration of the procedures is provided along with a discussion of advantages and limitations.
The Occupational Therapy Level II Fieldwork Experience: Estimation of the Fiscal Benefit
Authors: Shalik Harold , Shalik Linda D. 
Published: April 2012

Abstract
A nationwide study, from which the data in this article were taken, suggests that most physical dysfunction and psychosocial Level II fieldwork placements for occupational therapy students represent a financial benefit to the sponsoring institution. This article provides the occupational therapy educator or fieldwork site supervisor with a method for estimating the amount of financial benefit one may anticipate from the assignment of a student to a physical dysfunction or psychosocial Level II fieldwork placement. Time-consuming data collection and interpretation are not necessary to perform this analysis. A formula to predict the fiscal outcome is described. Step-by-step instructions guide the user in applying the formula to a given physical dysfunction or psychosocial Level II fieldwork situation.
Analysis of Information Processing and Cognitive Disability Theory
Authors: Mayer Mary Ann 
Published: April 2012

Abstract
This study used the information-processing approach to conceptualize planning and problem-solving abilities and to expand the theoretical and empirical data base of Claudia Allen’s cognitive disability model. The congruent validity of the Allen Cognitive Levels (ACL) test as a measure of cognition, specifically of the fluid information-processing abilities that underlie learning, was investigated. Criterion measures used were subtests of the Wechsler Adult Intelligence Scale–Revised edition (WAIS–R). Forty adult psychiatric patients participated in the study. Spearman r coefficients showed moderately high correlations between the ACL test and the WAIS-R subtests measuring fluid abilities, and Performance scale IQ. These results indicate that Allen’s model and test can be useful in guiding occupational therapy planning when expected outcomes depend on the patient’s learning potential.
Access to Health Care: A Clinician’s Opinion About an Ethical Issue
Authors: Cassidy Joanne C. 
Published: April 2012

Abstract
Is health care a social good, or is it a commodity? A trend to increase access to health care was initiated in the 1960s by the Social Security Act. The current prospective payment system has served to reverse the impact of the Social Security Act and has caused a clash between administrative and clinical decision makers. The physician’s traditional pledge to place the patient’s welfare first conflicts with the social reality of fiscal constraint, which is causing the rationing of patient care without public consensus. This article raises the issue of distributive justice in health care and points to the need for increased understanding of the nature of health care as a social good.
Appealing Medicare Denials
Authors: Andersen Lori T. 
Published: April 2012

Abstract
Because of the government’s recent emphasis on controlling health care costs, health care providers have been receiving many more denials for payment of services rendered to Medicare beneficiaries than in the past. Often the denials are not justified and should be appealed. This article explains the step-by-step procedure in the Medicare appeals process and gives suggestions for presenting a case so that a denial will have a good chance of being overturned.
The Relationship of Cognitive Skills Performance to Activities of Daily Living in Stroke Patients
Authors: Carter Lynn Tondat , Oliveira Debora Olsen , Duponte Johanna , Lynch Sharon V. 
Published: April 2012

Abstract
This article reports on two studies that examine the relationship between measurements of activities of daily living (ADL) and cognitive skills performance. Study 1 is a post hoc analysis of ADL improvement scores collected on acute stroke patients who were either given or not given cognitive skills remediation. An examination of individual ADL scores showed significantly higher personal hygiene, bathing, and toilet activity improvement scores for patients receiving cognitive skills remediation. In Study 2, cognitive skills and ADL pre- and posttest scores for stroke patients were measured by occupational therapists, who also implemented an ADL as well as a cognitive skills remediation program as part of the patient’s therapy. Some significant positive correlations between initial cognitive skills measurements and ADL outcome were found. The best correlate of patients’ ADL performance at discharge was performance on an auditory attention task. Verbal comprehension correlated with overall ADL improvement, and overall cognitive skills improvement correlated with overall ADL improvement. Implications of these two studies are discussed.
Development and Investigation of the Occupational Performance History Interview
Authors: Kielhofner Gary , Henry Alexis D. 
Published: April 2012

Abstract
This article describes the development of the Occupational Performance History Interview, an instrument designed to gather an accurate and clinically useful history of an individual’s work, play, and self-care performance from psychosocially and/or physically disabled adolescents, adults, and older persons. Following the identification and validation of content and the development of format, the instrument was field-tested and revised. An examination of reliability across time and raters indicated that although part of the instrument ratings met or exceeded levels of acceptable stability, further development and testing is indicated.