Occupational Therapy For Children Research Articles

Sensory Diet Program Through In-Person and Tele-Occupationa Therapy in Children with Autism Spectrum Disorder: A Single-Blind Randomized Controlled Trial

Introduction: Autism spectrum disorder (ASD) is a sensory processing, social communication, and occupational performance disorder. Sensory diets can have positive effects on these fields. Current research compared the effectiveness of the sensory diet program with and without teleoccupational therapy on sensory processing patterns, social competency and occupational performance in children with ASD. Materials and Methods: The study sample comprised 32 children with ASD 4-10 years old. They were placed in the control and intervention groups. The number of sessions for both groups was 20 30-minute sessions administered over 8 weeks. Through photos, videos, and explanations, sensory problems were described in both groups, the mother presented and implemented activities and environmental adaptations, and the therapist supervised the implementation. This study used three tools—sensory profile 2, social responsive scale 2 and Canadian occupational performance measure. Results: According to the sensory profile 2, social responsiveness scale, and Canadian occupational performance measure, processing in the areas of auditory, visual, touch, movement, body position, oral, conduct, social-emotional, attentional, sensory seeking, sensory avoiding, sensory sensitive, low registration, social awareness, social cognition, social communication, social motivation, limited interests, repetitive behaviors, and occupational performance in both groups have a significant difference (P<0.05). Conclusion: It seems that providing a sensory diet program through teleoccupational therapy on sensory processing patterns, social competency, and occupational performance is applicable, as well as face-to-face occupational therapy in children with ASD.

Evaluating the Benefits of Occupational Therapy in Children With Autism Spectrum Disorder Using the Autism Behavior Checklist.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder typically manifesting before the age of three years, characterized by significant impairments in social interaction and communication, as well as restricted and repetitive patterns of interests and activities. In our study, we assessed the benefits of sensory integration therapy in children with ASDusing the Autism Behavior Checklist (ABC), focusing on improvements in sensory processing, relationship-building, language skills, and social and self-care abilities. The study was conducted with 40 children aged three to nine years, diagnosed with ASD, and whose parents provided consent for their participation in therapy between December 2022 and March 2023 at the Private Adana Metro Hospital Child Psychiatry Clinic. The ages and genders of the patients were recorded. Before occupational therapy, after five sessions of occupational therapy, and after 10 sessions of occupational therapy, the ABC test was administered under the supervision of a child psychiatrist and an occupational therapist. The results were recorded, and statistical analyses were performed. In the ABC test conducted after 10 sessions, a decreasing trend was observed in sensory, relationship-building, body and object usage, language skills, social and self-care, and total scale scores compared to pre-occupational therapy test scores (p < 0.000). Occupational therapy improves sensory skills, relationship-building skills, body and object usage abilities, language skills, and social and self-care skills.

Foundational concepts of collaborative practice with parents in occupational therapy for children.

In occupational therapy for children, collaborative practice with parents is crucial for meaningful family-centred interventions, yet it remains undefined and inconsistently addressed. This study aimed to establish foundational concepts for collaborative practice with parents in occupational therapy for children in progressing the field with a universal description. This paper encompasses the second dataset of a larger scoping review and a preliminary validation of findings by an advisory panel. Data were gathered from indexed sources on collaborative practice with parents in occupational therapy for children (ages 0-10) using MedLine, PsychInfo, ERIC, Embase, OTSeeker, Scopus, and ProQuest Central. Data were extracted, charted, and descriptively analysed by paired independent reviewers. The Joanna Briggs Institute Manual and the Preferred Reporting Items for Systematic Reviews and Meta-Analysis-extension for Scoping Reviews were used. A draft definition of collaborative practices, developed based on preliminary review findings and an operational definition, was validated by an advisory panel of 13 experienced Australian occupational therapists, whose input was integrated into a final, comprehensive description of collaborative practice. The scoping review encompassed 299 sources, revealing three major components of collaborative practice: 'collaborative practice aims', 'parent-therapist partnership', and 'strategies for collaboration'. The advisory panel endorsed the draft definition, confirmed its professional relevance, and suggested some modifications. The major outcome of this study is an evidence-based and discipline-specific preliminary description of collaborative practice with parents in occupational therapy for children. This description provides a common language and foundational concepts for the future development of a collaborative practice framework to guide practice and research. Future studies can explore specific components, exploring their mechanisms and significance. Further expanded validation is required, incorporating the perspectives of a wider community of occupational therapists and families to enhance the description's applicability.

Collaborative practice with parents in occupational therapy for children: A scoping review.

In childhood intervention, parent-therapist collaboration is central to the family-centred approach. Despite long-standing discussion in occupational therapy literature, the field faces challenges, including inconsistent terminology and difficulties in translating theory into practice. This paper represents the first part of a comprehensive scoping review study aimed at developing foundational concepts for collaborative practices with parents in occupational therapy for children. Therefore, this paper focusses on mapping existing practices, types, and approaches articulated in the literature. We searched English-language sources published worldwide from 1998 to 2022 discussing collaborative practices with parents in occupational therapy for children aged 0-10 with any diagnosis, including multidisciplinary practices. Seven databases were searched. Data from peer-reviewed indexed literature, theses and dissertations, and book chapters were extracted and analysed through basic numerical and descriptive analyses before being synthesised into similar categories. The Joanna Briggs Institute Manual and the Preferred Reporting Items for Systematic reviews and Meta-Analysis-extension for Scoping Reviews were used. The scoping review yielded 299 papers. Parent-therapist collaboration was prominent in clinics, family homes, schools, and hospitals, particularly during therapy implementation, goal setting, and planning. Most reported practice types included 'interventions with parent engagement', 'parent-directed interventions', and 'parent education'. 'Family-centred', 'occupational-focussed', and 'client-therapist collaborative' approaches were frequently mentioned. There were inconsistencies in the terms used to describe collaborative practice characteristics. Over the past 24 years, the collaborative practice literature has expanded and evolved, with parent-therapist collaboration observed across various occupational therapy settings. Inconsistencies in this collaboration across different therapeutic stages were revealed, which could impact intervention success and sustainability. Further research is needed to explore parent-therapist collaboration mechanisms within and across stages. This scoping review also underscores the need for a common framework to guide practice and research. This literature review explores how occupational therapists and parents work together in childhood intervention. Collaboration is essential for understanding and meeting children's needs within their family and community settings. However, occupational therapists and parents face challenges in applying family-centred practices and using a common language to bridge theory with practice. To address these challenges, we examined 299 papers published between 1998 and 2022 to understand how collaborative practices with parents have been described in the literature. Our review revealed that therapists and parents collaborate across various settings, such as clinics, schools, homes, and hospitals, mainly during therapy sessions, goal setting, and planning interventions. Collaborative practices take different forms. For instance, therapists often encourage parents to actively engage and take the lead in therapy, requiring therapists to recognise and respect parents' priorities and learning preferences. They often develop strategies together to support the child within family routines. While we found several studies on therapist-parent collaboration, the review outlined inconsistencies in how this practice was described and applied, which could affect its success. Therefore, more research is needed to understand the best ways in which collaboration can occur at each stage of therapy. The need for a core guideline for collaborative practice with parents in occupational therapy was also observed. While therapist-parent collaboration is used in occupational therapy for children, there is a clear need to minimise inconsistencies and gaps found in the literature, as well as to ensure a common language to promote intervention quality and success.

The Use of a Virtual Reality System in the Rehabilitation of Children with Progressive Muscular Dystrophies

The research aim is to prove the effectiveness of individual programs of physical therapy and occupational therapy for children with progressive muscular dystrophy (PMD), which include game technologies of virtual reality. The following research methods were used in the work: general scientific (analysis, synthesis, synthesis of literature); clinical (clinical examination); pedagogical (observation, experiment); biomedical (development of motor functions), mathematical statistics. It has been proven that after the implementation of a synergistic rehabilitation program on the MFM scale positive changes were observed among children with dystrophic pathologies; according to the Vignos scale, no improvement in results was recorded; according to the Brooke scale - similar situation,among children with PMD Landusy-Dejerin, Emery-Dreyfus and unspecified form, the final results did not differ from the weekend, and among children with Duchenne muscular dystrophy, born PMD and Erb-Roth PMD showed deterioration of parameters.

Socio-Pedagogical Strategies in Occupational Therapy for Children with Autism and Learning Difficulties

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition with varying symptomatology that affects individuals throughout their lives. This paper explores the intersections of sociology, pedagogy interventions, and occupational therapy in addressing the needs of individuals with ASD. Sociological perspectives offer insights into social determinants of health, the construction of disability, and family dynamics, informing holistic interventions.Pedagogical strategies are focused on individualized approaches, multi-sensory techniques and social skills development to create inclusive learning environments. Occupational therapy interventions focus on functional skills development, promoting independence, and enhancing participation in daily activities. Collaborative efforts between professionals, educators, families, and individuals with ASD are essential for implementing effective interventions and promoting social inclusion. Future research directions include longitudinal studies, technology integration, and culturally responsive practices to optimize outcomes. By integrating sociological, pedagogical, and occupational therapy approaches, professionals can allow people with ASD to reach their full potential and lead fulfilling lives.

Comparing Telerehabilitation and In-Person Interventions in School-Based Occupational Therapy for Specific Learning Disorder A Randomized Controlled Trial.

This study investigated the efficacy of telerehabilitation (TR) in school-based Occupational Therapy (OT) for children with Specific Learning Disorder (SLD), focusing on occupational competence and parental satisfaction, aiming to contribute empirical insights to the discourse on the educational well-being of this population. The study adopted a Randomized Controlled Trial (RCT) design involving 31 children diagnosed with SLD, implementing TR and in-person interventions alongside a control group. Outcome measures included the School Self-Concept Inventory, Child Occupational Self-Assessment (COSA), and Canadian Occupational Performance Measurement (COMP), analyzed using descriptive and inferential statistics (ANOVA, post hoc tests). Both TR and in-person interventions exhibited significant enhancements in academic self-efficacy (F=23.96, p<0.001, Partial ȵ²=0.461), occupational competence (F=70.59, p<0.001, Partial ȵ²=0.716), and parent satisfaction (F=17.03, p<0.001, Partial ȵ²=0.378) compared to the control group. Notably, no significant differences emerged between the TR and in-person groups, emphasizing their comparable effectiveness in improving outcomes. In conclusion, the study demonstrated the efficacy of TR and in-person interventions in school-based OT for children with SLD. The cohesive outcomes in academic self-efficacy, occupational competence, and parental satisfaction highlight TR as a versatile modality. This research, grounded in robust methodology, encourages further exploration of TR's transformative role in enhancing the holistic well-being of children with SLDs.

The Imperative for Occupational Therapy in Children with Learning Disabilities

Children with learning disabilities face unique challenges that can significantly impact their academic performance, social development, and overall well-being. This abstract explores the compelling need for occupational therapy (OT) as an essential intervention for children with learning disabilities. Drawing upon a growing body of research, this paper highlights the multifaceted nature of learning disabilities and the ways in which occupational therapy can effectively address these challenges. Learning disabilities encompass a spectrum of neurodevelopmental disorders that manifest as difficulties in acquiring and using listening, speaking, reading, writing, reasoning, or mathematical abilities. These disabilities, often characterized by dyslexia, dysgraphia, and dyscalculia, not only hinder academic achievement but also lead to emotional and psychological distress in affected children. Occupational therapy, with its holistic approach plays a pivotal role in addressing the needs of children with learning disabilities. Occupational therapists are skilled in assessing a child's sensory, motor, cognitive, and emotional functions, thus enabling them to tailor interventions that cater to individual needs. This includes strategies to enhance fine and gross motor skills, sensory integration techniques, and cognitive exercises aimed at improving executive functions such as attention, planning, and organization. Furthermore, OT interventions extend beyond the classroom, encompassing activities of daily living (ADLs) and social participation. Children with learning disabilities often struggle with self-care tasks and establishing peer relationships. Occupational therapists can equip these children with essential life skills, boost self-esteem, and enhance social integration, thus fostering overall independence and resilience. Research has consistently demonstrated the positive impact of occupational therapy on children with learning disabilities, with improvements noted in academic performance, self-regulation, and emotional well-being. Early intervention is key, as it can mitigate the long-term consequences of learning disabilities and empower children to reach their full potential. In conclusion, this abstract underscore the critical need for occupational therapy in children with learning disabilities. By addressing the complex and multifaceted nature of these disabilities, occupational therapists offer a holistic approach that fosters academic success, independence in daily life, and improved emotional well-being. As educators, parents, and healthcare professionals recognize the pivotal role of occupational therapy, greater support, and resources should be allocated to ensure that all children with learning disabilities receive the comprehensive care they deserve.

Therapist perceptions of barriers to telehealth uptake in children's occupational therapy.

The COVID-19 pandemic resulted in a rapid shift to telehealth implementation across paediatric occupational therapy services. Although telehealth can be an appealing option, access is conditional, and the delivery of a telehealth service differs from face-to-face. If telehealth is to be a viable and equitable option for families, insight is needed into why the service might be declined. The purpose of our study was to explore barriers to paediatric occupational therapy telehealth services from client and therapist perspectives in a Greater Sydney local health district. A mixed method approach was used, including (i) retrospective review of clinical records for 250 clients seeking occupational therapy who declined the service and (ii) a focus group with four therapists providing the service. Client demographic information was summarised using descriptive statistics. Open-text responses about reasons for declining telehealth were analysed using qualitative content analysis, whereas thematic analysis was used to explore focus group data. Key findings from the mixed methods analysis identified barriers and issues to consider when working to ensure equitable access to telehealth for children and families. These issues included child engagement, family complexity, the nature of assessments, interventions, and overarching service characteristics as well as the family's digital inclusion. Digital inclusion comprises affordable access to the internet, data, and devices and the capacity of a child and/or family to engage online. Our findings suggest that telehealth is not a panacea when face-to-face services are not available. Multiple barriers confounded uptake of telehealth prompting a call to action to ensure equitable access to occupational therapy services for all children.

Parents as Adult Learners in Occupational Therapy for Children With Sensory Challenges: A Scoping Review.

Parent training is an essential part of occupational therapy intervention for children with sensory processing and sensory integration (SP-SI) challenges, and parents' learning needs should be considered. To identify the extent to which adult learning needs are considered in occupational therapy literature addressing parent training as a part of intervention for children with SP-SI challenges. Searches were performed of the following databases: MEDLINE, PsycINFO, CINAHL, Web of Science, EMBASE, and ERIC. The date range was limited to 1990 to 2019 to capture literature focused on family-centered care. Using Arksey and O'Malley's framework for scoping reviews and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews Checklist, the following criteria were used to guide the literature searches: population (parents and families of children with SP-SI challenges), intervention (parent training), outcomes (parent learning needs), and concept (parents as adult learners). Searches produced 133 peer-reviewed articles, and 5 met the criteria for inclusion. Qualitative thematic analysis, including stakeholder interviews, revealed two themes: (1) Parents focus on children's needs, not their own, and (2) parents benefit from connection with peers and learn through shared experiences. Parent training is an essential component of occupational therapy; however, there is limited occupational therapy evidence examining parents' learning needs, specifically parents of children with SP-SI challenges. Future studies should investigate parents' learning needs in relation to occupational therapy intervention for families of children with SP-SI challenges. What This Article Adds: Parents' learning needs are both rarely considered in the occupational therapy literature and important for best practice in pediatric therapy for children with SP-SI challenges. The results of this scoping review point to the need for further investigation of parent training programs specifically examining parents as adult learners.

A Study for Perception and Survey on the Status of Occupational Therapists on Parental Counseling and Education in Child Occupational Therapy

A Study for Perception and Survey on the Status of Occupational Therapists on Parental Counseling and Education in Child Occupational Therapy

Participatory design and needs assessment for a pressure-sensitive pen and mobile application (SensoGrip) for children with handwriting problems

Purpose Problems with handwriting are a common referral to occupational therapy in children and are often associated with inadequate pen grip and tip pressure. Technologies providing immediate feedback on applied forces are currently not available. Therefore, the aim was to identify user’s perspectives on the optimal functionality of a pressure-sensitive pen with an integrated feedback system. Methods To ensure that the product meets the requirements of the users, user needs of paediatric occupational therapists, elementary or special education teachers and children were collected in two focus groups and a children’s workshops before starting the technical development process. Focus group transcripts were analyzed and rephrased as user stories to identify user-centred requirements. In a second step, user stories were merged and ranked regarding importance and feasibility. Results 120 user story requirements were generated from the focus groups and children’s workshops, indicating requirements regarding design and functionality for the pen and mobile application. Visual feedback, appropriate size and weight, customizability, ease of settings and usability of the pen were pivotal. Conclusions This study comprehensively researched the requirements for a device that may facilitate children in adjusting their handwriting pressure and can guide further research and evaluation.

Preoperative occupational therapy in children with neurogenic bladder: improving independence with bladder management and self-catheterization

Preoperative occupational therapy in children with neurogenic bladder: improving independence with bladder management and self-catheterization

Juego virtual y Terapia Ocupacional: intervención remota en Trastorno del Espectro Autista (TEA) en tiempos de pandemia: Perspectiva de dos estudiantes en práctica profesional de Terapia Ocupacional.

This article focuses on the systematization of experiences, conceived as a way to extract and make communicable the knowledge that is produced in professional practices via remote Occupational Therapy in children and adolescents (NNA) with diagnoses of Autism Spectrum Disorders (TEA) users of the TEACAN corporation in the San Ramon commune. The intervention was developed in the context of the Covid 19, where the need to continue with Occupational Therapy treatment and support for parents and family arises. using the virtual game as the main tool. Virtual play and education for parents are fundamental strategies to enhance basic and instrumental activities of daily life, play with others, education, communication skills and social interaction, motor skills, emotional regulation, sensory difficulties in a comprehensive approach framework.

Сучасні підходи до ерготерапії дітей з розладами аутистичного спектра

The purpose of the study is to determine the current provisions on occupational therapy interventions for children with ASD, features of their practical implementation and effectiveness based on the analysis of research data. Materials and methods. This work is the result of the analysis of scientific and methodological developments on the practical implementation of occupational therapy interventions in terms of timing and scope, complexity and role of the family; comparison of research results, which are devoted to the study of the effectiveness of behavioral therapy and SI, as the main interventions of occupational therapists. Results. Early rehabilitation of a child with ASD contributes to the formation of the necessary skills in everyday life and communication. To date, the largest evidence base has been accumulated by intervention programs, which are based on the principles of improving parent-child relations and are aimed at developing social and communication skills. Occupational therapy in ASD is aimed at overcoming motor anxiety, disorders of large and fine motor skills, coordination of movements and ability to learn, speech. SI-based occupational therapy is used to improve the processing of sensory information, improve the efficiency of "registration" and modulation of the senses, as well as help in the formation of simple adaptive responses. The effectiveness of sensory and motor interventions is manifested in positive changes in the social interaction of children, purposeful play and normalization of sensitivity. Sensory interventions of occupational therapists can reduce maladaptive behavior, hyperactivity, as well as inhibit self-stimulation, stereotyped movements and improve attention. Researchers recommend that occupational therapists combine sensory interventions with functional tasks that help the child's practice in achieving the goal of the activity. Conclusions. There is a large number of approaches and techniques used in occupational therapy for children with ASD. Given the lack of evidence to determine the most effective of them, it should be noted that additional research is needed to address this issue

Use of Motor Learning Strategies in Occupational Therapy for Children and Youth with Acquired Brain Injury

Motor learning strategies (MLS) can be used to promote motor skills acquisition in children and youth with acquired brain injury (ABI). While occupational therapists (OTs) likely use MLS in clinical practice, research has not investigated the extent and variety of their application. Aims: This study explored MLS use by OTs in pediatric ABI and factors influencing their application. Method: Individual video-recorded occupational therapy sessions for a sample of eight children/youth (ages 4-16) with ABI were evaluated via mixed methods approach. The Motor Learning Strategies Rating Instrument (MLSRI-22) quantified the extent of MLS use in each video. Directed content analysis of the videos explored the factors influencing how and when MLS were applied. Results: The most frequently used MLS were promoting problem solving, encouragement, directing attention to the body, permitting errors as part of learning, repetitive practice, and whole practice. Three themes described how and when the OTs used MLS: 1) Getting buy-in, 2) Going with the flow, and 3) Movement and thinking go hand-in-hand. Conclusions: The OTs frequently used MLS with children with ABI, appearing to select MLS based on factors related to the child, task, and environment. These findings are fundamental to future exploration of OT decision-making and evaluation of MLS effectiveness.

Intermittent serial casting for wrist flexion deformity in children with spastic cerebral palsy: a randomized controlled trial.

To assess the efficacy of intermittent serial casting in conjunction with occupational therapy and botulinum neurotoxin A (BoNT-A) in children with cerebral palsy (CP) presenting spastic wrist flexion deformity. This was a controlled, prospective study in which 34 children (19 females, 15 males; mean [SD] 11y [4y 6mo]) were randomly allocated to casting or control groups in a ratio of 2:1. Both groups were subjected to BoNT-A treatment and occupational therapy. The casting group additionally received a series of progressive casts intermittently for three consecutive weekends. Outcome measures consisted of passive range of motion (PROM) as assessed by goniometer, muscle tone by Modified Ashworth scale (MAS), and spasticity by Tardieu Scale. Assessments were done at baseline, week 4, and week 12. Baseline characteristics of casting and control groups were comparable. PROM, MAS, and Tardieu angle of catch (XV3) of the casting and control groups significantly improved after treatment (p<0.001 for all). Nevertheless the mean change from baseline MAS at week 12, mean changes from baseline PROM, Tardieu XV3, and the spasticity grade (Y) at week 4 and week 12 of the casting group showed statistical superiority over those of the control group (p<0.05 for all). Children with CP presenting spastic wrist flexion deformity might gain additional benefits from supplementary intermittent serial casting as well as BoNT-A injections and occupational therapy. Serial casting could be considered as a complementary treatment to BoNT-A and occupational therapy in children with clinically significant PROM limitations.

Occupational Therapy in Children with Special Needs: Systematic Review

Background: Children with special needs are children who are significantly different from other children, they are physically, psychologically, cognitively and socially obstructed in achieving their goals and potential to the fullest such as autism.Purpose: This study aimed to determine the provision of effective occupational therapy in children with special needs.Methods: This research uses a quantitative descriptive design. Search for research articles in several databases using certain keywords in the period 2015-2019.Results: Search results obtained 1396 articles using occupational therapy, there were only 10 articles that met the inclusion criteria analyzed using the Duffy's Research Appraisal Checklist Approach and the 10 articles included in the superior paper category so that it was good for further analysis. Based on the results of Systematic Review shows that effective occupational therapy is given to children with special needs (Autism). Occupational therapy given is very varied, namely drawing, collage technique, buttoning clothes, remembering pictures, sensory oral motor stimulation. Motor skills acquisition training, Equine-Assisted Therapy / EAT, Sensory Integration Therapy / SIT.Conclusion: From the analysis of the article shows that all occupational therapy can help improve both physical and mental development in children with autism so that children with autism can carry out daily activities like children in general and improve their quality of life. Occupational therapy found in this review can be used as an intervention in overcoming Developmental problems in children with autism due to simple techniques using daily activities

Becoming Critical Consumers of Evidence in Occupational Therapy for Children and Youth.

This special issue of the American Journal of Occupational Therapy on interventions for children and youth highlights the current developments in and evidence for the effectiveness of occupational therapy interventions and psychometric properties of assessments for children and youth. In this guest editorial, we identify various factors that challenge the implementation of evidence-based strategies in daily clinical practice. We assert that scholars, educators, and practitioners need to address several strategic steps. To facilitate critical consumption of evidence in practice, efforts need to be made to build capacity for evidence production and evidence use through implementation science and to ensure that evidence-based practice is not only taught but also reflectively applied across the educational curriculum and that clinicians are given more access to resources that are easy to translate to daily clinical practice.

Improvisational Theatre and Occupational Therapy for Children with Autism Spectrum Disorder

ABSTRACT As children with autism spectrum disorder become adults, social participation continues to be an area of need. Within creative arts, there is a growing body of literature about the use of theatre arts, improvisational theatre, and improvisational techniques as a way to address social participation for individuals with autism spectrum disorder. The purpose of this article is to discuss current literature related to the use of improvisation for individuals with ASD and how improvisation techniques can address social participation within occupational therapy practice. Recommendations for research-based strategies using improvisational theatre are described for occupational therapy practice in various contexts, as well as future areas of research.