bluuebunny/crossref_metadata_2025_split huggingface dataset:
Prosthesis Training as a Context for Studying Occupational Forms and Motoric Adaptation
Authors: Yuen Hon Keung , Nelson David L. , Peterson Cindee Q. , Dickinson Alyce 
Published: April 2012

Abstract
Objectives. Occupational therapy authors frequently emphasize the importance of the use of objects in the development of motor skill. This study investigated the use of object-produced visual input in learning control of flexion and extension of an above-elbow training prosthesis.
Method. Fifty-two male college students were randomly assigned to two training procedures: (a) two 1.5-min periods in which they used a flashlight attached to the hook of the prosthesis to connect dots on paper with light, or (b) the same time periods in which they had the opportunity to practice moving an equally weighted prosthesis, but without the light or dots. To assess motoric adaptation after training under one of the two conditions, each subject traced a continuous line through a maze with a pen attached to the hook. Deviations from the line were measured reliably.
Results. Data analysis with a Mann-Whitney test revealed that subjects in the group that trained with added materials traced with significantly more skill than subjects in the other group (one-tailed U =225.5, p = .02).
Conclusion. As predicted by occupational therapy theory, the object-produced visual input enhanced the learning of a motor skill relevant to rehabilitation. Although there is a need for more study across different occupations and populations, clinicians are urged to consider the possible benefits of the use of objects in the development of motor skills, as opposed to objectless exercise. Prosthetic training provides a useful context for future research addressing theoretical issues in motor learning.
Using Research Literature to Develop a Perceptual Retraining Treatment Protocol
Authors: Neistadt Maureen E. 
Published: April 2012

Abstract
Objectives. Treatment protocols derived from research literature can help therapists provide more rigorous treatment and more systematic assessment of client progress.
Method. This study applied research findings about the influence of task, subject, and feedback parameters on adult performance with block designs to an occupational therapy treatment protocol for parquetry block assembly – an activity occupational therapists use to remediate constructional deficits. Task parameter research suggests that parquetry tasks can be graded according to the features of the design cards, with cards having all block boundaries drawn in being easier than those with some block boundaries omitted.
Results. Subject parameter findings suggest that clients’ lesions and initial constructional competence can influence their approaches to parquetry tasks.
Conclusion. Feedback parameter research suggests that a combination of perceptual and planning cues is most effective for parquetry tasks. Methods to help clients transfer constructional skills from parquetry to functional tasks are also discussed.
Future Time Perspective and Daily Occupations of Persons With Chronic Schizophrenia in a Board and Care Home
Authors: Suto Melinda , Frank Gelya 
Published: April 2012

Abstract
Objectives. An ethnographic approach was used to study the relationship between temporal perspective in persons with chronic schizophrenia and their ability to function in chosen occupations and participate in the routines of a board and care home. Components of future time perspective (extension, coherence, and density) are associated with the ability to organize and implement goal-directed activities. The study focused on how future time perspective occurs in a board and care home, with particular emphasis on how the institution influences temporality.
Methods. Participant observation and interviewing were used to gather data on 10 subjects.
Results. The pervasive influence of the facility’s institutional rules and expectations is revealed in the findings of subjects’ present time orientation and limited future time perspective.
Conclusions. An examination of the fit between the demands of available roles within one’s environment and occupations is proposed.
Medical Residents’ Education About Occupational Therapy: Implications for Referral
Authors: Deitch Cathy J. , Gutman Sharon A. , Factor Stephanie 
Published: April 2012

Abstract
Objective. The purpose of this study was to assess sources of physician education concerning occupational therapy and to determine whether these sources influence occupational therapy referral rates.
Method. One hundred fifteen medical residents from Thomas Jefferson University Hospital, Philadelphia, Pennsylvania, were surveyed.
Results. Residents learn about occupational therapy through informal, direct, and interactive types of contacts (touring occupational therapy departments, having personal contact with an occupational therapist, having a family member receive occupational therapy). Perceived knowledge about occupational therapy was not significantly associated with referral rate, but it did influence a resident’s desire for further education about occupational therapy.
Conclusion. Strategies for increasing medical residents’ understanding of occupational therapy and for increasing their referrals to occupational therapy include opportunities for small group role playing, structural system changes within clinical sites, and direct marketing to consumers.
Perceived Stressors and Coping Strategies of Occupational Therapy Students
Authors: Everly Janet Stout , Poff Daniel W. , Lamport Nancy , Hamant Cel , Alvey Gayle 
Published: April 2012

Abstract
Objectives. Occupational therapy students often perceive their curriculum to be stressful. Anecdotal reports have described occupational therapy students’ stress and coping strategies during their academic education; this study quantifies students’ perceptions.
Method. A questionnaire was used to survey 1,095 occupational therapy students representing the major geographical regions of the United States about perceived stress and coping strategies. The data were analyzed to determine patterns and frequencies of subjects’ stress and coping strategies.
Results. At least 86% of the subjects reported their top stressors to be examinations, amount of class work, lack of free time, long hours of study, and grades. Sixty-two percent of subjects said that the stress they experienced strengthened their commitment to their professional education.
Conclusions. Academic issues and time pressures were more stressful than nonschool issues for occupational therapy students. Subjects’ strategies for coping with these stressors usually included perseverance and rarely involved drugs, sex, or alcohol.
Bridging Conflicting Ideologies: The Origins of American and British Occupational Therapy
Authors: Schemm Ruth Levine 
Published: April 2012

Abstract
Occupational therapy practice has bridged two contradictory value systems for more than 100 years. This article describes the origins of practice ideas in both the United States and Britain and demonstrates that founding members of the occupational therapy profession all shared a core of humanistic beliefs while embracing the emerging paradigm of scientific medicine. The result has been an intellectual tension between the biological and the psychosocial aspects of practice. For more than 75 years, occupational therapists struggled to balance the art and science of patient care; recent debates on modalities, practice domains, and research priorities indicate that the unifying core of the profession is occupation that considers a person’s mind and body.
The Use of Occupational Therapists in Independent Living Programs
Authors: Bowen Robin E. 
Published: April 2012

Abstract
Objectives. Occupational therapy literature describes various independent living programs developed by occupational therapists and at times documents their effectiveness, yet none of the literature reviewed examined the involvement of occupational therapists in independent living programs.
Method. Directors of independent living programs in the United States were surveyed to ascertain their use of occupational therapists, to discover which disciplines were providing traditional occupational therapy services (e.g., daily living skills, assistive device provision, etc.) in these programs, and to identify which types of independent living programs were more likely to use occupational therapy services.
Results. Less than half of the 96 responding independent living programs (46%) reported using occupational therapy services, and those programs that did provide occupational therapy services did so at a minimal rate. The programs that employed occupational therapists offered traditional occupational therapy services more often than those with no occupational therapists, but frequently, occupational therapists were not the providers of these traditional occupational therapy services. Chi-square analyses indicated that an independent living program’s use of occupational therapy services was significantly affected by the type of facility (p = 0.05), the primary funding source (p = 0.04), and the program’s practices regarding the hiring of professionals without disabilities (p = 0.04).
Conclusion. Possible reasons why occupational therapists are not employed more by independent living centers are discussed and recommendations for change are provided.
Play and Preschool Children With Autism
Authors: Restall Gayle , Magill-Evans Joyce 
Published: April 2012

Abstract
Objectives. This research focused on two questions. First, how does the play of children with autism differ from that of normally developing children? Second, what are the relationships between play performance and adaptive abilities?
Method. Nine children with autism and nine children without dysfunction were matched by mental age, gender, and socioeconomic status. Play performance was determined from videotapes of children playing in their homes. Parents provided information on children’s adaptive abilities.
Results. The children with autism differed from their peers on the total play score and the participation dimension of the Preschool Play Scale. Communication, as measured by the Vineland Adaptive Behavior Scales, was the adaptive ability most highly associated with play performance of the children with autism.
Conclusion. The results suggest that deficits in social development are a primary feature of autism. The findings support the use of play to evaluate and develop the interpersonal skills and habits of preschool children with this disorder.
Content for Educational Programs in School-Based Occupational Therapy From a Practice Perspective
Authors: Powell Nancy J. 
Published: April 2012

Abstract
Objectives. After approximately two decades of occupational therapy in the schools, updated information is needed on performance of roles, functions, and tasks for educators to use in updating content in occupational therapy professional education.
Method. A survey was sent to occupational therapists practicing in Michigan schools to gather information upon which curricular content decisions could be based. One hundred thirty-six therapists (59% of the population sampled) responded to the survey.
Results. The following intervention areas were performed most by respondents in the sample and, therefore, are needed in educational programs: sensorimotor, object manipulation, perception, biomechanics, dressing, feeding, use of adaptive and assistive devices, content related to positioning, seating, and wheelchair use, and play and leisure skills.
Conclusion. Neurophysiological approaches and assessment of students in schools were viewed by respondents as the most needed by current students in educational programs. Current needs of practitioners for continuing education focused on neurophysiological approaches; respondents reported that information about these approaches was also most needed when beginning to practice. More instruction in time management and techniques for dealing with large caseloads were noted to be important areas to address in the preparation of practitioners in schools.
Orthotic Intervention for Development of Hand Function With C-6 Quadriplegia
Authors: DiPasquale-Lehnerz Pamela 
Published: April 2012

Abstract
Objectives. Much has been written about the use of static orthoses to maintain proper position and prevent deformity, but there are few empirical data to determine whether static orthoses improve function, maintain range of motion, or prevent deformity in the hand.
Method. This study measured gains in hand function during a 3-month rehabilitation period in 13 persons with sixth cervical (C-6) level complete quadriplegia, 7 of whom wore a static orthosis at night (experimental group) and 6 who did not wear the orthosis (control group). Hand function, range of motion and strength were measured in all subjects 4 weeks and 8 weeks after the study commenced, and again after 12 weeks in only 69% of the subjects.
Results. No significant differences were found in hand function between control and experimental groups; hand function had improved significantly in all 13 subjects.
Conclusion. As the effects of deformity have been clinically observed, future studies should examine the effects of static orthoses with increased daily wear or wear over a longer period of time.
Functional Performance of Young Children After Traumatic Brain Injury: A 6-Month Follow-Up Study
Authors: Coster Wendy J. , Haley Stephen , Baryza Mary Jo 
Published: April 2012

Abstract
Objectives. A follow-up study is reported of 40 children between the ages of 1 month and 5.6 years who had sustained a brain injury either with (n = 11) or without (n = 29) additional injuries.
Method. Children and their families were assessed at both 1 and 6 months after hospital discharge with standardized measures of functional performance and family functioning, including the Child Behavior Checklist, the Pediatric Evaluation of Disability Inventory, and the Impact on Family Scale. In addition to within-group analyses, functional outcome was compared to that of a group of 17 children who had sustained non-central nervous system injuries.
Results. Mean scores for both groups of injured children were within the average range at both 1-month and 6-month follow-up testing. There was a general trend toward improved performance across the follow-up period, although only a few of these changes reached statistical significance. The effect of the injury as reported by the family was significantly associated with children’s function as reflected by number of behavior problems and increased need for caregiver assistance.
Conclusion. Results point to the need for systematic follow-up of young children after brain injury using sensitive measures to enable early identification of children whose further development may be at risk and to provide support to families whose children are displaying changes in functional behavior.
Approaches to Treating Dysphagia in Patients With Brain Injury
Authors: Avery-Smith Wendy , Dellarosa Donna M. 
Published: April 2012

Abstract
Dysphagia and its treatment in patients with brain injury are multifactorial. Treatment provided should address each deficit area relevant to dysphagia and should be consistent with current trends and knowledge. This article describes the subskills that compose the ability to swallow and their treatment in patients with brain injury. The available literature describing treatment and its efficacy relevant to each subskill area is reviewed. Specific areas for documenting efficacy of occupational therapy interventions are described.
Role Change After Traumatic Brain Injury in Adults
Authors: Hallett Joy Davies , Zasler Nathan D. , Maurer Patti , Cash Sandra 
Published: April 2012

Abstract
Objectives. The purpose of this study was to gather information regarding changes in adult life roles following severe traumatic brain injury.
Method. The Role Checklist and a semistructured interview were administered to 28 adults with traumatic brain injury who had been in the community for at least 8 months prior to the study. All 28 subjects reported role changes in their lives.
Results. The majority of the role changes were losses (71%). More than 64% percent of the subjects reported three or four role losses. The losses were in major organizing roles such as worker, hobbyist, and friend. Most role gains were seen in the roles of home maintainer, family member, and religious participant. Almost 40% of all roles were reported as changed (loss or gain), while more than 60% of roles were reported as unchanged (continuous or absent). The participants’ subjective impressions concerning the role changes and why they occurred were elicited.
Conclusion. With a better understanding of possible role change after traumatic brain injury, rehabilitation professionals can target the development of specific skills necessary for the continuation of valued roles.
Helping Factors in a Peer-Developed Support Group for Persons With Head Injury, Part 1: Participant Observer Perspective
Authors: Schwartzberg Sharan L. 
Published: April 2012

Abstract
Objectives. An ethnographic study of a peer-developed support group for persons with head injury was conducted to identify helping factors. These factors are the peer group experiences and processes, established theoretically and empirically, that provide support through self-help.
Method. The group comprised 13 members who regularly attended sessions for 16 months. In addition to participant observation, the data included audiotapes and videotapes of the group. The data were subjected to thematic analysis to find patterns in the participants’ experience with regard to group helping factors.
Results. Many of the positive attributes of the group seem similar to processes found in successful peer support groups. These attributes include believing and feeling part of the group because members have a common problem and can validate the effects of the injury by sharing and receiving information in a variety of ways through the group.
Conclusion. Legitimization, the acceptance of the head injury itself as real, appears to be the fundamental concept that distinguishes this group from other problem-focused self-help groups and professionally led groups.
Volitional Narratives and the Meaning of Therapy
Authors: Helfrich Christine , Kielhofner Gary 
Published: April 2012

Abstract
Objectives. Occupational therapy literature has long recognized meaning as central to therapy. By focusing almost exclusively on how the therapy process influences the experience of meaning, the literature has neglected to examine how the patient's experiences before therapy influence the creation of meaning in therapy.
Method. Building on a previous study of how patients discover and recount the meaning of their own lives in volitional narratives, we investigated the effect of those narratives on the experience of therapy.
Results and Conclusion. Our examination of the therapeutic experiences of two patients enrolled in a psychiatric day hospital program reveals how they assigned meaning to therapy as an episode within their larger volitional narrative.
Work Hardening: Past, Present, and Future — The Work Programs Special Interest Section National Work-Hardening Outcome Study
Authors: Niemeyer Linda O. , Jacobs Karen , Reynolds-Lynch Kathleen , Bettencourt Carl , Lang Susan 
Published: April 2012

Abstract
Objectives. A review of outcome research conducted between 1982 and 1992 revealed return-to-work rates for industrial rehabilitation programs that ranged from 50% to 88%. Variations in outcome statistics appeared to reflect discrepancies in factors such as type of research design, initial characteristics of the client sample, and clients excluded from the study group.
Method. A work-hardening outcome study involving 36 programs was conducted by the Work Programs Special Interest Section to address questions left unanswered by existing studies regarding (a) rates of program nonacceptance or noncompletion, (b) basic client characteristics and outcome, (c) length of disability and outcome, (d) breakdown of client disposition after program completion, and (e) program characteristics and return to work.
Results. Findings included the following: (a) 11.5% of clients were not accepted into work hardening and 24.6% did not complete the program; (b) outcome was not related to client age, gender, area of injury, or physical demand level of job before injury; (c) as duration of disability increased, return to work decreased significantly; (d) at discharge, 48.2% of clients returned to the usual and customary job and 30.5% to alternate or modified work, whereas 13.6% were referred to a vocational counselor; and (e) there was no relationship between number of visits or number of professionals seen and return to work.
Conclusion. The authors suggest a need for uniform standards in collection of outcome data to establish a basis for comparison of efficacy among programs. Recommendations include tracking comparison or control groups, grouping clients in terms of length of disability, computing success rate on the basis of number of clients who completed their program, using relevant subcategories when reporting return to work, and consistency of the postdischarge interval for follow-up.
Transition From School to Community Living
Authors: Brollier Chestina , Shepherd Jayne , Markley Kerri Flick 
Published: April 2012

Abstract
The transition process by which a student with moderate to severe disabilities is prepared to leave the school setting and enter into employment and community living is legally mandated and includes provisions for occupational therapy and other related services. This transition requires a team approach in which members collaborate to determine objectives with the student and his or her family in the domains of domestic, community, recreational, and vocational living. Assessment and intervention focus on functional activities that are chronologically age-appropriate and environmentally based. This focus on real life activities is a departure from the prereadiness skills and simulations used by some occupational therapists in school systems. This literature review describes the transition from school to community living, discusses methods to increase parental participation, and provides examples of functional assessments and intervention strategies pertinent to occupational therapy practice for persons with moderate to severe disabilities.
Occupational Cumulative Trauma Disorders of the Upper Extremity
Authors: Williams Renee , Westmorland Muriel 
Published: April 2012

Abstract
The umbrella term cumulative trauma disorders (CTDs) (also known as repetitive strain injuries, overuse syndromes, and repetitive motion disorders) covers a number of similar conditions arising from overuse of the joints or soft tissues of the upper extremity. Occupational CTDs have become a common problem in the workplace. These disorders are costly to the employer, the worker, and society in terms of time lost from work and resulting disability. Within the past decade, occupational therapists and physical therapists specializing in rehabilitation of work-related musculoskeletal injuries have seen an increase in the incidence of CTDs of the upper extremity in the workplace. Therapists are called upon not just to treat these injured workers, but also to help them regain a functional level for work reentry and to educate them to prevent reinjury. This article reviews the literature on the epidemiology, etiology, pathophysiology, and management of upper-extremity occupational CTDs. Because the ultimate goal of the workplace is to maintain the health and safety of the employee, an educational approach to hand, wrist, elbow, and shoulder use is essential to prevent, decrease, or eliminate the risk of occupational CTDs of the upper extremity.