bluuebunny/crossref_metadata_2025_split huggingface dataset:
Cognitive Performance in Senile Dementia of the Alzheimer’s Type: The Kitchen Task Assessment
Authors: Baum Carolyn , Edwards Dorothy F. 
Published: April 2012

Abstract
The Kitchen Task Assessment (KTA) is a functional measure that records the level of cognitive support required by a person with Senile Dementia of the Alzheimer’s Type (SDAT) to complete a cooking task successfully. The results allow the clinician to help caregivers understand the level of support the impaired person needs to perform daily living tasks. This paper presents the validity, and internal consistency of the KTA. Data were collected from 106 persons diagnosed with SDAT. Construct validity was established by examining the relationship between subjects’ performance on the KTA and standard neuropsychological measures.
Student Perceptions of Persons With Psychiatric and Other Disorders
Authors: Lyons Mike , Hayes Robyn 
Published: April 2012

Abstract
Policy shifts toward fostering community inclusion of persons with disabilities have brought community attitudes (including attitudes of professionals) into sharper focus as a cause for concern. Using a social distance scale, this study examined the attitudes of cohorts of occupational therapy and business students toward persons with psychiatric and other disorders. Contrary to expectations, occupational therapy seniors did not demonstrate significantly different attitudes from occupational therapy freshmen. Although freshman occupational therapy students expressed a desire to maintain less social distance from persons with various disabilities than did freshman business students, there was nonetheless a hierarchy of preference for persons with certain disabilities over others. This order of preference had only weak stability between cohorts, with persons with psychiatric disabilities consistently ranking among the least favored. It is proposed that occupational therapy curricula attend to students’ attitudes toward persons with psychiatric and other disabilities. To this end, certain strategies to enrich students’ education are suggested.
Restaurant Wheelchair Accessibility
Authors: McClain Linda , Beringer Debra , Kuhnert Heather , Priest Johna , Wilkes Emily , Wilkinson Sue , Wyrick Lisa 
Published: April 2012

Abstract
This study was designed to determine the compliance of restaurants to the wheelchair accessibility standards set forth in the Uniform Federal Accessibility Standards. The standards that were operationalized in this study are also found in Title III of the Americans with Disabilities Act of 1990. The data were collected at 120 sites in three midwestern states. For one who uses a wheelchair, parking the car is often an obstacle to eating out. Only 53% of the restaurants surveyed provide handicapped parking. Entering the building may also be a problem. Of the restaurants that required a ramp, only 66% provided them. Inside the restaurant, the key problems were accessible restrooms and the height of tables. The study provided comparisons between restaurants in rural and urban settings, as well as comparisons between conventional restaurants and fast food restaurants. No notable differences emerged for these comparisons.
A Curriculum Based on Systems Theory
Authors: Schemm Ruth Levine , Corcoran Mary , Kolodner Ellen , Schaaf Roseann 
Published: April 2012

Abstract
This paper describes an entry-level curriculum based on systems theory that was designed to promote integrated thinking and a shared image of practice among all of the members of an educational community that included students, faculty, and clinicians. Initiated in 1983, the program integrates occupational therapy theory, critical thinking, and knowledge about person–environmental transactions with traditional medical, biological, psychological, and sociological course work to create a unique educational experience. The curriculum model is based on a spiral learning process that encourages integrated thinking. Furthermore, all concepts are systematically tied to the occupation core, the central theme of the program. Fieldwork is used to reinforce ideas presented in the classroom and features discrete learning experiences where students demonstrate their integration of knowledge and skills.
In an evaluation of the program, responses from 78 clinician, 51 alumni, and 132 student questionnaires; feedback from 132 fieldwork supervisors; and longitudinal data from 33 alumni confirmed that graduates are critical thinkers who appreciate the diverse needs of clients while demonstrating an appreciation for the curative effect of meaningful, goal-directed activities.
Attending Behavior: A Descriptive Study of Children Aged 18 Through 23 Months
Authors: Czerniecki Janine Gaudry , Deitz Jean C. , Crowe Terry K. , Booth Cathryn L. 
Published: April 2012

Abstract
The purpose of this study was to provide descriptive data on the attending behavior of children aged 18 through 23 months. The method used was designed to be clinically feasible for occupational therapy practitioners. Forty-eight children between the ages of 18 and 24 months were studied through observation of a 15-min session of free play with a standard set of toys. The child’s physical contact with objects was used as a guideline for timing. Four factors were examined: total time attending, total number of activities attended to, average attending time per activity, and longest time attending to one activity.
The Mann Whitney U statistic revealed that there were no significant differences between boys and girls on any of the four factors. There were, however, statistically significant differences between children aged 18 through 20 months and children aged 21 through 23 months for all of the factors except longest time attending to one activity.
The children in this study changed activities frequently (median of 10 activities in 15 min) and attended briefly (median attending time per activity of 81 sec). They were, however, capable of attending to one activity for much longer periods of time (median of 225 sec). With minimal adult intervention, the children spent an average of 12.5 min attending to the toys during a 15-min session. These results may augment other aspects of occupational therapy assessment by offering some insight into whether or not an individual child demonstrates age-appropriate attending behavior. Additionally, this standardized method of observation may offer occupational therapists a clinically feasible means of assessing attending behavior.
Death in Very Old Age: A Personal Journey of Caregiving
Authors: Hasselkus Betty Risteen 
Published: April 2012

Abstract
This paper describes a personal journey of caregiving for a very old family member during dying and death. The phenomenology of caregiving reveals the inner struggle experienced by all caregivers, lay and professional, between the needs of support both the living and the dying of the terminally ill person. The lived experience unfolds in phases of caregiving that support a stage theory of development in professionals’ work with dying persons. The concept of presencing or connecting is a vital component of terminal care and bas implications for occupational therapy practice. Occupational therapists can use their knowledge and understanding of occupation to bring about connecting in the dying experience. The contributions of all participants in the dying experience – family caregivers, the dying person, and health professionals – are important as sources of mutual support in the work of dying.
A Survey of Transportation Services for Children With Disabilities
Authors: Everly Janet Stout , Bull Marilyn J. , Stroup Karen Bruner , Goldsmith Janet J. , Doll Judith P. , Russell Robert 
Published: April 2012

Abstract
Although many students with disabilities are transported daily in school vehicles, few state guidelines address special transportation needs. This study collected information from two states on the types of vehicles and safety restraints used, and the problems encountered by public schools, community agencies, and rehabilitation centers that transport people with disabilities from birth to 21 years of age. The information collected, together with a review of research on special needs transportation, contributed toward development of state regulations for school buses used to transport special education students.
Vehicular transportation safety is an important part of individualized education planning for the 18.6% of occupational therapists working in schools. Using this study’s questionnaires occupational therapists who are primary resources for selection of seating and transportation equipment may become informed advocates for implementing safer transportation on an individual and state level for clients with disabilities.
Grasp Pattern Variations Seen in the Scleroderma Hand
Authors: Poole Janet L. 
Published: April 2012

Abstract
Objectives. Therapists generally describe a person’s grasp in terms of normal prehension patterns that have been discussed in the literature. However, the grasp pattern used by a person with a hand impairment may not fit into these patterns. The purpose of this study was to describe, with qualitative classification systems, static grasp patterns used by hands impaired by scleroderma and to determine the relationship between hand impairment and variations in grasp.
Methods. Seventeen subjects with scleroderma were observed grasping a key, a coin, a glass, and a saucepan. Their grasp patterns were recorded on the basis of which fingers were used to grasp the object, the surface areas of the fingers in contact with the object, and the position of the joints of the fingers. In addition, range of motion, grip and pinch strength, skin thickening, digital ulcers, calcium deposits, and tendon friction rubs were assessed.
Results. More variations in grasp were seen with the coin, glass, and saucepan than with the key. The presence of digital sores indicated more difficulty holding a coin, whereas the presence of calcium deposits indicated more difficulty holding a coin, glass, and saucepan. The number of fingers with contractures correlated with the ability to hold all four objects.
Conclusions. Persons with scleroderma show qualitative differences in grasp as compared to normal prehension patterns. These differences are influenced by impairments in the scleroderma hand. Qualitative descriptions of grasp patterns may provide therapists with additional means to document change after surgical or therapeutic intervention.
Implications of the Americans With Disabilities Act of 1990 for Elderly Persons
Authors: Bachelder Judy McGinty , Hilton Claudia List 
Published: April 2012

Abstract
Because the prevalence of disability increases proportionately with age, the expanding population of older adults is potentially the largest single group to benefit from the Americans With Disabilities Act of 1990 (ADA) (Public Law 101-336). One fourth of elderly persons have functional disabilities acquired through age-related chronic and acute conditions. The ADA guarantees older adults with disabilities equality in the workplace and the community. It also enhances their opportunities to continue living independently as long as possible. Applications of the ADA for elderly persons with functional impairments include providing opportunities to continue working in a job suited to their abilities, eliminating structural or programmatic barriers to full inclusion, and providing accommodations for sensor losses. Occupational therapists also have certain responsibilities and opportunities in supporting the rights of elderly persons with functional impairments under the ADA. These responsibilities include providing rehabilitation to promote community reintegration, consulting with employers and service providers on the unique needs of the elderly, and advocating on behalf of and in association with older Americans.
An Occupational Therapy Refresher Course: A 5-Year Follow-up Report
Authors: Meyers Cheryl 
Published: April 2012

Abstract
Objectives. The shortage of occupational therapists prompted the faculty of the program in occupational therapy at the University of Minnesota to develop a reentry (refresher) course.
Method. A questionnaire sent to all enrolled in the 2-week refresher course during a 5-year period revealed that three intended groups of therapists have benefited: those reentering practice, those considering a change to another area of specialty, and those updating their educational background.
Results. Respondents indicated that the course increased self-confidence, theoretical knowledge base, and ability to apply theory to practice.
Conclusion. Both reentering therapists and those changing specialty areas of practice reported positive employment outcomes.
Reinjury Prevention Follow-Through for Clients With Cumulative Trauma Disorders
Authors: Furth Heidi Jane , Holm Margo B. , James Anne 
Published: April 2012

Abstract
Objectives. Fifteen subjects with upper extremity, work-related cumulative trauma disorders were involved in a quality improvement study to determine their self-reported degree of follow-through with reinjury prevention regimens. The effect of cuing was also studied.
Method. During occupational therapy, subjects were involved in an educational session that focused on recommendations in ergonomic equipment, therapeutic maintenance techniques, body mechanics, and work simplification techniques. Follow-through with reinjury prevention education was evaluated and rated via telephone interviews approximately 2 weeks (T1 ) and 4 weeks (T2 ) after the educational session. Subjects did not know the questions they would be asked at T1, but were cued that their progress would be checked again at T2. Dependent t tests were conducted to compare the mean number of recommendations for which complete follow-through was expected with the mean number of recommendations at T1 and T2 that were implemented completely.
Results. A significantly lower degree was found of absolute completion of recommendations at T1 and T2 than had been anticipated (p &lt; .002). No significant difference between T1 and T2 was found, indicating that cuing at T1 had little effect on subjects’ actual follow-through rate.
Conclusion. The implications of these findings for occupational therapists support the need for further reaserch in reinjury prevention and employer education.
Change in Wheelchair Transfer Performance During Rehabilitation of Men With Cerebrovascular Accident
Authors: Khader Maha Sulieman , Tomlin George S. 
Published: April 2012

Abstract
Objectives. A retrospective study was conducted to investigate differences in the functional outcome between patients with left cerebrovascular accident (left CVA) and right cerebrovascular accident (right CVA) in wheelchair transfer performance. It was hypothesized that the level of improvement in left CVA and right CVA groups of patients would not be the same, due to the different constellation of neurological impairments.
Method. Data were obtained from the admission and discharge scores on the Functional Independence Measure of 100 male patients, 50 with left CVA and 50 with right CVA.
Results. Both groups demonstrated a statistically significant improvement between admission and discharge for wheelchair to bed, wheelchair to toilet, and wheelchair to tub or shower transfer (p &lt; .001). However, there were no statistically significant differences between the two groups at admission or discharge for any of the three transfer, even after statistical removal of the effects of age, number of days from onset at stroke to rehabilitation, and number of days in rehabilitation.
Conclusion. The lack of difference between the groups at time of discharge may have obscured a difference in the rate of transfer learning during the course of rehabilitation.
Relationship Between Visuomotor and Handwriting Skills of Children in Kindergarten
Authors: Weil Marsha J. , Cunningham Amundson Susan J. 
Published: April 2012

Abstract
Objective. The purpose of this study was to examine the relationship between the performance of children in kindergarten on the Developmental Test of Visual–Motor Integration (VMI) and their ability to copy letters legibly.
Method. Sixty typically developing children in kindergarten aged 64 months to 75 months (30 girls and 30 boys) were administered the VMI and the scale of Children’s Readiness In PrinTing (SCRIPT). The SCRIPT requires children to copy 26 lower case letters and 8 upper case letters from a model.
Results. A significant relationship was found between subjects’ performance on the VMI and ability to copy letters legibly. In addition, as subjects’ ability to copy the forms on the VMI increased, a concomitant increase in ability to copy letters was also found. There were no gender differences in performance on the VMI or on the SCRIPT.
Conclusion. The findings of this study suggest that most children in kindergarten similar to those in this study will be ready for handwriting instruction in the latter part of the kindergarten year.
Flow and the Occupational Therapy Practitioner
Authors: Jacobs Karen 
Published: April 2012

Abstract
Objective. This study examined optimal f1ow experience, a form of job satisfaction in occupational therapy practitioners employed at physical rehabilitation facilities in New England.
Method. Factors associated with flow were measured over a 5-day work week with the Experience Sampling Method. Ninety-seven percent of the 90 subject’ responses were analyzed and 43% of the subjects participated in the debriefing interview.
Results. Subjects experienced flow a relatively small amount of the time – an average of 5.24 times in a 5-day work week, with a range of 1 to 12 experiences. Flow was experienced most often (23.6%) when subjects were working with a client in some type of intervention. Perceived autonomy and self-esteem were high during a flow experience. Subjects described their flow experiences as including such moods and attitudes as “alert,” “happy,” “involved,” “creative.” “excited,” “productive,” “accomplished,” “proud.” “good,” “confident,” “positive,” and “challenged,” Conversely, subjects in flow also tended to describe their mood as “tense.”
Conclusion. Retaining occupational therapy practitioners is critical to meeting and increasing the unprecedented demand for health care services. Understanding what causes occupational therapy practitioners to experience flow and how to transform an activity into a flow experience may ultimately improve job satisfaction, productivity, and the retention of practitioners.
The Caring Occupational Therapist: Scope of Professional Roles and Boundaries
Authors: Sachs Dalia , Labovitz Deborah R. 
Published: April 2012

Abstract
Objective. This article links two dimensions of occupational therapy within the context of professionalism: the role of caring and the implications of occupational therapy being a predominantly female profession.
Method. Seven occupational therapists representing various levels of professional experience were interviewed to determine (a) how female occupational therapists perceive caring and (b) the implications of this perception for professional role definitions.
Results. Participants’ daily professional work role was determined by three factors: the interpretation of holistic philosophy in their everyday activities as occupational therapists, the influence of their caring attitude in broadening their responsibilities beyond the occupational therapists’ role definition, and the organizational settings in which their work took place.
Conclusion. The seven participants had a broad definition of the scope of their professional responsibilities and experienced difficulty defining the limits of their role. Caring is a central part of the occupational therapists’ role; therefore, perceptions about caring are central to the role definition of occupational therapists.
Perceptual Retraining for Adults With Diffuse Brain Injury
Authors: Neistadt Maureen E. 
Published: April 2012

Abstract
Occupational therapy for adults with perceptual dysfunction secondary to diffuse acquired brain injury from trauma or anoxia often includes remedial retraining with treatment tasks, like construction of puzzles, to provide clients with practice in deficit perceptual skills. Therapists using this approach assume that adults with brain injury learn specific perceptual skills from retraining exercises and can transfer those skills across all activities (including self-care and community living activities) that require those skills. This review of outcome studies about remedial perceptual retraining for adults with diffuse acquired brain injury suggests that those learning assumptions hold true only for clients with localized lesions and preserved abstract reasoning who have been explicitly laught to transfer learning across a variety of treatment activities. Recommendations about ways to assess client’s learning potential and appropriateness for remedial retraining include keeping track of the number of repetitions clients need to relearn functional tasks and systematically varying functional tasks during training to see how easily clients can transfer learning across variations of the same task.
After Rehabilitation: Meeting the Long-Term Needs of Persons With Traumatic Brain Injury
Authors: Jackson Jodi D. 
Published: April 2012

Abstract
Many survivors of traumatic brain injury have significant needs for long-term support. The rehabilitation professions, including occupational therapy, have begun to recognize these needs more fully during the last decade. The literature describes various models of supported living that provide housing, support services, and vocational assistance: however, these programs are not widely available due to limitations in public funding and inadequate insurance coverage for long-term care. Occupational therapists can contribute a broad expertise to the provision of supported living services, and the profession is encouraged to provide leadership and advocacy with respect to the long-term care needs of survivors of traumatic brain injury.
Helping Factors in a Peer-Developed Support Group for Persons With Head Injury, Part 2: Survivor Interview Perspective
Authors: Schulz Celia H. 
Published: April 2012

Abstract
Objectives. A follow-up study of the support group discussed in Schwartzberg’s 1994 study was conducted to determine participants’ perceptions of helping factors in the group.
Method. Subjects were given a semistructured interview; follow-up interviews were held to ensure accuracy.
Results. Eleven helping factors were spontaneously generated from group members’ data. These factors were socializing; finding out other people’s perspectives and attitudes; expressing thoughts and feelings; receiving support; feeling something in common with other group members; gaining understanding, empathy, and acceptance through listening and sharing; getting perspective by learning about other people’s limitations and strengths; helping others; getting help with problem solving; feeling hope; and learning information about brain injury. Members ranked expressing thoughts and feelings as the most helpful factor and finding out other people’s perspectives and attitudes as the least helpful.
Conclusions. These results support Schwartzberg’s earlier findings, with some exceptions. The factor titles in this study have a broader scope than those in Schwartzberg’s study, and not all of the factors determined in this study are completely comparable to Schwartzberg’s factors. These findings may indicate that some differences in perspective exist between the participant observer and the survivors in the group studied.