bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Effects of Sensorimotor-Based Intervention Versus Therapeutic Practice on Improving Handwriting Performance in 6- to 11-Year-Old Children
Authors: Denton Peggy L. , Cope Steven , Moser Christine 
Published: October 2011

Abstract
OBJECTIVE. The aim of this study was to investigate the effects of two interventions (sensorimotor and therapeutic practice) on handwriting and selected sensorimotor components in elementary-age children.
METHOD. Thirty-eight children 6 to 11 years of age with handwriting dysfunction but no identified educational need were randomly assigned to one of the two intervention groups or a control group. Intervention groups met four times per week over 5 weeks. Handwriting was measured pre- and postintervention using the Test of Handwriting Skills. Visual perception (motor-reduced), visual-motor integration, proprioception, and in-hand manipulation were also measured.
RESULTS. Children receiving therapeutic practice moderately improved handwriting whereas children receiving sensorimotor intervention declined in handwriting performance. The control group did not change significantly. Sensorimotor impairment was noted at pretest in three or four components and selected sensorimotor component function improved with intervention.
CONCLUSION. Therapeutic practice was more effective than sensorimotor-based intervention at improving handwriting performance. Children who received sensorimotor intervention improved in some sensorimotor components but also experienced a clinically meaningful decline in handwriting performance.
Relationships Among Biomechanical Ergonomic Factors, Handwriting Product Quality, Handwriting Efficiency, and Computerized Handwriting Process Measures in Children With and Without Handwriting Difficulties
Authors: Rosenblum Sara , Goldstand Sarina , Parush Shula 
Published: October 2011

Abstract
OBJECTIVES. Handwriting is a work activity for children, hence it may be evaluated based on ergonomic factors. This study investigated whether nonproficient handwriters could be distinguished by biomechanical ergonomic factors during handwriting, as well as by measures of handwriting efficiency. Furthermore, the relationships among ergonomic factors, handwriting quality, efficiency, and measures of the handwriting process were examined.
METHODS. Fifty proficient and 50 nonproficient third-grade handwriters performed a handwriting task on an electronic tablet. Biomechanical ergonomic factors, measures of handwriting quality, and efficiency were rated using the Hebrew Handwriting Evaluation. Handwriting process measures were obtained from a computerized system.
RESULTS. Biomechanical ergonomic factors and handwriting efficiency measures significantly differentiated between the study groups. Significant correlations were found among ergonomic factors and handwriting quality, efficiency, and process measures.
CONCLUSION. Nonproficient handwriting is a work activity that is often characterized by inferior biomechanical ergonomics, handwriting quality, efficiency, and significantly different handwriting process measures. Results provide insights that can assist in planning intervention.
The Activity Setting of Homework: An Analysis of Three Cases and Implications for Occupational Therapy
Authors: Segal Ruth , Hinojosa Jim 
Published: October 2011

Abstract
An important goal of occupational therapy is to foster clients’ participation in daily life. The daily lives of children occur mainly within their homes and schools. Homework is an occupation whose performance affects children’s participation in both home and school. A qualitative study of parental self-reports of the strategies they use to foster their children’s successful engagement in homework was conducted.
In this paper, we examine three cases from this study using the activity setting concept from the ecocultural theory of family accommodation. The three cases were chosen based on their diversity: ethnic and religious background, socioeconomic status, presence of a stay-at-home mother, and presence of children with special needs.
The analysis of these cases illustrates that strategies used by parents to foster their children’s engagement in homework reflect their values and priorities, their expectations of their children, and their perceptions of their children’s strengths and limitations. The concept of activity setting can be useful for occupational therapists to analyze family situations when they are developing home treatment programs.
Self-Speech-Induced Facilitation of Simple Reaching Movements in Persons With Stroke
Authors: Maitra Kinsuk K. , Telage Kal M. , Rice Martin S. 
Published: October 2011

Abstract
OBJECTIVE. Occupational therapists are routinely involved in upper-extremity rehabilitation in persons with stroke. Recently we have reported that self-speech can be used to facilitate simple reach in young and older adults. The purpose of this study is to examine whether self-speech-induced facilitation of simple reach can be translated in persons with stroke.
METHOD. Following a counterbalanced repeated-measure design, seven persons with right brain stroke performed reaching and placing a glass on a cabinet shelf under four concurrent speech conditions of vocalizing the word “yeah” with both hemiplegic and nonhemiplegic sides. These four conditions are self-vocalization, external vocalization, imaginary vocalization, and no vocalization. Consistent with our previous study, in this study we also recorded the movement kinematics of angular movement of the upper arm.
RESULTS. Reaching velocity was significantly higher under self-vocalization conditions compared to the reaching velocity under no vocalization or other vocalization conditions (p &lt; .05). Motor performance in terms of velocity, nonhemiparetic side was significantly better than hemiparetic side (p &lt; .05).
CONCLUSION. The results suggest that self-speech can be used in facilitating movements in patients with stroke. When working with patients with right hemispheric stroke, therapists might explore possibilities of using patient’s self-speech to enhance the quality of movement performance.
Examination of the Perceived Efficacy and Goal Setting System (PEGS) With Children With Disabilities, Their Parents, and Teachers
Authors: Missiuna Cheryl , Pollock Nancy , Law Mary , Walter Stephen , Cavey Nina 
Published: October 2011

Abstract
The Perceived Efficacy and Goal Setting System (PEGS) is an instrument and a process that enables children with disabilities to reflect on their ability to perform everyday occupations and to identify goals for occupational therapy intervention. In this study, 117 children with disabilities in grades 1–3 completed the PEGS with occupational therapists who work in school settings. Children from 6–9 years of age with a variety of disabilities were able to self-report perceptions of their effectiveness performing 24 activities that would be expected of them each day. Parents and teachers, who completed a parallel questionnaire, rated their abilities lower than the children did. The School Function Assessment, a measure of the amount and type of support required for school participation, had low correlations with the Parent and Teacher PEGS questionnaires and did not correlate with the Child PEGS. No differences in perceived efficacy were found for children across grades or gender; however, differences were found across types of disabilities. Children were able to use the perceived efficacy information to identify and prioritize goals for intervention and these goals remained stable 2 weeks later. Occupational therapists can use the PEGS within a client-centered practice to help the child set goals for therapy and to incorporate explicitly the perspectives of parents and teachers.
Occupational Therapy Incorporating Animals for Children With Autism: A Pilot Investigation
Authors: Sams Mona J. , Fortney Elizabeth V. , Willenbring Stan 
Published: October 2011

Abstract
This investigation compared language use and social interaction in children with autism receiving two forms of occupational therapy: occupational therapy using standard techniques, and occupational therapy incorporating animals. Twenty-two children between the ages of 7 and 13 received both forms of therapy in a school-based occupational therapy program for children with autism. Results suggest that the children demonstrated significantly greater use of language and significantly greater social interaction in sessions incorporating animals when compared to sessions using exclusively standard occupational therapy techniques. Findings are discussed in the context of recent research that has highlighted the importance of enhancing the motivation of children with autism to engage actively in therapeutic and learning processes.
Occupational Therapy Practice Errors in Physical Rehabilitation and Geriatrics Settings: A National Survey Study
Authors: Mu Keli , Lohman Helene , Scheirton Linda 
Published: October 2011

Abstract
OBJECTIVES. The purpose of this survey study was to investigate occupational therapy practice errors in physical rehabilitation and geriatric practice settings.
METHOD. Two hundred and forty-five (245) out of 994 surveyed occupational therapists who have practiced or currently practice in physical rehabilitation or geriatrics settings responded to a self-developed questionnaire. Descriptive statistical analysis was used to describe practice errors as to the types, causes, impact on, and responses of occupational therapists and work sites. Inferential statistical analysis was used to explore the relationships among different variables of interest including: the effect of the number of years of practice experience on the perceived impact of making errors on practice; the relationship between disclosure or nondisclosure of errors; and the types of coping strategies used by occupational therapists and work site administrators’ responses to errors.
RESULTS. The vast majority of practice errors occurred during the intervention phase of the occupational therapy process. Misjudgment, lack of preparation, and lack of experience were reported as the top three causes of practice errors. Various coping strategies—such as compensating for the errors by voluntarily devoting additional time for care of the patient, making and following a corrective plan, concentrating on the next step, or not letting errors interfere with daily work—were used by the occupational therapists when errors occurred. The types of coping strategies and work site responses appeared to be associated with the disclosure or nondisclosure of errors.
CONCLUSION. Errors occur in occupational therapy practice. Making errors has considerable impact on occupational therapists as well as their future practice. However, disclosure of errors can often lead to positive outcomes.
Sexuality After Spinal Cord Injury: The Greek Male’s Perspective
Authors: Sakellariou Dikaios , Sawada Yuji 
Published: October 2011

Abstract
OBJECTIVE. This study explored how Greek men with spinal cord injury experience sexuality.
METHODS. Six men with spinal cord injury acted as key informants and data collection consisted of in-depth unstructured interviews, field notes, and a reflective log. The transcribed interviews were analyzed thematically.
RESULTS. The themes that emerged were: Barriers, Metamorphoses, and Enjoying. Sexuality was important in the life of the informants and they were engaged in various patterns of adaptation. Rather than impairment as such, certain social beliefs and values prevalent in Greek society were found to act upon the informants in compromising ways.
CONCLUSION. The results suggest that the process of reclaiming one’s sexuality is a process of meaning-finding. The data support a conclusion that occupational therapists should respect the cultural nature of sexuality. Moreover, the topic of sexuality should be approached in a holistic manner, perceiving it as extending in a continuum, which may be positively or negatively affected as a result of an acquired impairment.
Evaluation Options for Secondary Transition Planning
Authors: Kardos Margaret R. , White Barbara Prudhomme 
Published: October 2011

Abstract
This article presents a model evaluation plan conducted by occupational therapists that may be used to contribute information to the transition planning process in secondary school students with disabilities. Occupational therapists are not fully participating in transition services within secondary schools. One of the major obstacles to full participation identified in a previous research study by the authors of this article was that few occupational therapists were aware of appropriate evaluation options available for secondary transition planning. The authors in this article review the evaluation needs for secondary transition services in general, describe occupational therapy’s role in contributing to the Individualized Education Plan (IEP), and describe an evaluation method that gathers key information pertinent to the occupational therapy role. A case study is presented that illustrates how these assessment tools were applied to develop IEP goals in one student’s transition plan.
Handwriting Instruction in Elementary Schools
Authors: Asher Asha V. 
Published: October 2011

Abstract
OBJECTIVE. Classroom teachers teach handwriting, but when problems arise, students are referred to occupational therapy for remediation. This study, conducted by occupational therapists, reviews handwriting instruction by classroom teachers in one school district.
METHOD. Teachers from kindergarten through grade 6 were asked to complete an open-ended questionnaire regarding handwriting instruction.
RESULTS. Teachers differed in their methods of instruction, including in the programs and paper used, and practice provided. Teachers of grades 5 and 6 had to continue to review handwriting instruction, because all students could not fluently use handwriting as a tool of expression.
CONCLUSION. Elementary students need structured instruction to develop the motor skill of writing. School-based occupational therapists can support effective handwriting instruction by interpreting information from motor learning theory pertaining to instruction and practice, which supports acquisition, transfer, and retention of handwriting skills. They also need to be cognizant of prior handwriting instruction when addressing handwriting difficulties.
Sensory Processing Patterns in Persons With Angelman Syndrome
Authors: Walz Nicolay Chertkoff , Baranek Grace T. 
Published: October 2011

Abstract
OBJECTIVE. Research examining sensory processing patterns in persons with Angelman syndrome is nonexistent despite anecdotal evidence and clinical diagnostic criteria that may reflect these features. The goal of this study was to better characterize sensory processing patterns in persons with Angelman syndrome.
METHOD. Parents of 340 persons with Angelman syndrome between 3 and 22 years of age completed a standardized measure of sensory processing, the Sensory Experiences Questionnaire.
RESULTS. Results confirmed a high degree and variety of sensory processing abnormalities in persons with Angelman syndrome. These problems were most prominent in the areas of hypo-responsiveness to tactile and vestibular input, consistent with reports of sensory seeking behaviors in this population. Sensory processing deficits were not related to gender, seizure disorder, or genetic subtype. However, some behaviors were correlated with age.
CONCLUSION. This study provides the first systematic description of sensory processing abnormalities in a large sample of persons with Angelman syndrome. Considerations for enhancing occupational performance and social participation in this population through occupational therapy interventions are discussed.
The Use of Infant Seating Devices in Child Care Centers
Authors: Myers Christine Teeters , Yuen Hon Keung , Walker Kay F. 
Published: October 2011

Abstract
OBJECTIVE. The purpose of this study was to compare the duration of time that infants in child care centers were placed in infant seating devices to the duration of time spent on the floor or being held by child care providers.
METHOD. Thirty-eight infants who were typically developing (mean age = 4.5 months) from eight child care centers were observed minute-by-minute for a consecutive 120 min, targeting the amount of time each infant spent in seating devices, on the floor, or being held by child care providers.
RESULTS. The amount of time the infants spent in seating devices was significantly longer than on the floor (p = .0001) or being held by child care providers (p = .0001).
CONCLUSION. All infants spent more time in seating devices than on the floor or being held by child care providers. Future research should explore seating device use in infants identified as at-risk or as having special needs, particularly how child care routines for these infants may influence seating device use, as well as the impact of this practice on these infants’ motor development.
A Phenomenological Study Exploring the Meaning of a Seminar on Spirituality for Occupational Therapy Students
Authors: Thompson Barbara E. , MacNeil Cheryl 
Published: October 2011

Abstract
There are many unanswered questions about the concept of spirituality and its relationship to occupational performance. The role of occupational therapists in addressing clients’ spiritual needs is unclear, and the inclusion of spirituality as a topic in the educational curricula of occupational therapy students requires further attention. Focus groups and surveys were used in this phenomenological study to explore the lived experiences of 11 occupational therapy students participating in a 3-month graduate seminar entitled “Spirituality in Occupational Therapy Practice.” The study was designed to help occupational therapy faculty better understand how students experience the relationship between occupational therapy and spirituality, and how educational programs can better prepare students to translate theoretical frameworks into practice. Findings explored the students’ evolving belief systems, and began to reveal a diversity of beliefs and practices in the occupational therapy community related to spirituality. Implications for theory and practice are offered.
Occupational Factors and Characteristics of the Social Network in People With Persistent Mental Illness
Authors: Eklund Mona 
Published: October 2011

Abstract
Associations between occupational factors and characteristics of the social network in people with persistent mental illness were investigated. Participant groups (N = 103) representing three types of daily occupations— working or studying, visiting community-based activity centers, and having no regular daily occupation—were selected for the study. Participants were assessed regarding social interaction and on the occupational factors of time spent in productive occupations, activity level, satisfaction with daily occupations, and perceived occupational value. The groups based on daily occupation did not differ in social interaction. Associations were found mainly between the subjective estimations of occupation—satisfaction and perceived value—and characteristics of the social network. In conclusion, experiential aspects of occupation were more closely related to social interaction than actual circumstances, such as type of daily occupation or time spent in productive occupations. The results suggest that occupational therapists should focus their attention on the patient’s participation in a supportive social network because it may be related to valued and satisfying occupations.
The Acquisition and Integration of Evidence-Based Practice Concepts by Occupational Therapy Students
Authors: Stube Jan E. , Jedlicka Janet S. 
Published: October 2011

Abstract
This article describes the ways in which master's of occupational therapy students across one professional curriculum expressed their learning of evidence-based practice (EBP). Through qualitative case methodology and focus group interviews, the student participants’ perceptions of EBP were examined across varying levels of academic and clinical experiences. The present findings support the relevance of clinically based activity, particularly fieldwork experiences, along with discussion-based learning for developing a discerning viewpoint of EBP. The outcomes of this exploratory study yield an initial view of EBP through the eyes of students approaching novice practitioner status. This preliminary study provides awareness for occupational therapy education and research to further the development of EBP within occupational therapy practice.
An Examination of the Relationships Between Motor and Process Skills and Scores on the Sensory Profile
Authors: White Barbara Prudhomme , Mulligan Shelley , Merrill Kristen , Wright Janet 
Published: October 2011

Abstract
OBJECTIVE. This quasi-experimental study sought to determine whether children with possible sensory processing deficits, as measured by the Sensory Profile, performed less well on an occupational performance measure compared to children with typical Sensory Profile scores.
METHOD. Sixty-eight children were administered both the Assessment of Motor Process Skills (AMPS) and the Sensory Profile. After the assessments were completed, children were divided into two groups based on their Sensory Profile scores.
RESULTS. Independent t tests indicated statistically significant differences between groups on the AMPS ADL [Activities of Daily Living] Motor and ADL Process measures (p &lt; .05), with the children with atypical Sensory Profile scores showing more functional difficulties. Correlations revealed significant relationships among the measures.
CONCLUSION. The results suggest that children identified with sensory processing deficits on the Sensory Profile are likely to experience some challenges in performing everyday occupations.
Development of the Sensory Processing Measure–School: Initial Studies of Reliability and Validity
Authors: Miller-Kuhaneck Heather , Henry Diana A. , Glennon Tara J. , Mu Keli 
Published: October 2011

Abstract
OBJECTIVE. The history and development of the Sensory Processing Measure–School are detailed, and findings of initial pilot studies are reported.
METHOD. Multiple reviews, focus groups, case studies, and two pilot studies were used to develop the early versions of the tool. Internal consistency and discriminatory ability were examined.
RESULTS. Internal consistency measured with Cronbach’s alphas ranged from .93 to .99 in the first pilot study and .70 to .99 in the second pilot study. Children who were typically developing were correctly classified 92.3% of the time, and children with sensory issues were correctly classified 72% of the time.
CONCLUSION. Initial results suggest that the tool is reliable and valid and discriminates children with and without sensory processing issues. Further research is under way with larger samples.
How Does Sensory Processing Dysfunction Affect Play?
Authors: Bundy Anita C. , Shia Sue , Qi Long , Miller Lucy Jane 
Published: October 2011

Abstract
OBJECTIVE. This study investigated sensory processing dysfunction (SPD) and playfulness and the effect of intervention on playfulness.
METHOD. Twenty children with SPD and 20 children who were typically developing took the Short Sensory Profile (SSP) and Test of Playfulness (ToP). Children with SPD took the praxis tests from the Sensory Integration and Praxis Tests (SIPT) and received 20 intervention sessions. Correlations among measures and differences between mean scores of groups and pre-intervention and post-intervention were examined.
RESULTS. Group ToP scores differed significantly; ToP did not increase post-intervention. Correlations among ToP and SSP ranged from .36 to .72; ToP and SIPT, from −0.1 to −0.46.
CONCLUSION. Modulation affects playfulness. Although intervention was not effective, both groups had high scores initially, making the finding difficult to interpret.