Occupational Therapy Practice Framework Research Articles

Effective Strategies for Working with Children with Autism in Mainstream Classrooms

In this study the education is identified as one of the key performance areas in the occupational therapy practice framework. The occupation of education includes academic (math, reading , writing), non-academic (recess, lunch, self-help skills), extracurricular (sports, band, cheerleading, clubs), and prevocational and vocational activities. The objective of this study is to assess out the effectiveness of classroom strategies for children with autism in mainstream classroom. The methodology adopted under this study is 20 children with autism and 24 teachers were included in the control group(N=10,12) and experimental group(N=10,12). Canadian Occupational Performance Scale, Teachers Attitude Towards Inclusion Scale, and Behaviour Rating Scale were used before and after the use of classroom strategies. The results of this study are experimental group, COPM, there was a significant difference in the pretest and post-test of the performance (p=0.005) and satisfaction (p=0.013) component of COPM. When goals addressed in the control and experiment groups were compared between groups, it showed significant difference in the post tests of both the groups in performance (u=0.005) and satisfaction (u=0.005) component of COPM. The pre-test and post-test of the POS (attitude towards student with disability in inclusive setting) and total component showed significant difference (p= 0.003 and 0.004) whereas there is no significant difference in the control group. The classroom strategies have a positive effect on the occupational performance for children with autism in mainstream classroom. It is effective in bringing positive attitude among teachers towards inclusion. It also improves the classroom behaviours of the children.

Asthma and Participation: A Scoping Review.

Asthma is a widespread pediatric chronic disease, but there is limited understanding of its impact on participation (other than physical activity) and the conceptualization of participation. We conducted a scoping review to explore the evidence on the relationship between pediatric asthma and participation in several domains of occupation outlined in the Occupational Therapy Practice Framework 4th Edition. A structured literature search was implemented in PubMed/MEDLINE, Elsevier EMBASE, CINAHL, SCOPUS, Clarivate Web of Science Core Collection, and APA PsycINFO. Data were extracted by occupational domain and analyzed using a stoplight categorization. Of the 3444 identified articles, 10 met inclusion criteria, five of which were categorized as green (addressing specific occupational activities). No article explicitly defined participation. Asthma's influence on nonphysical activity occupations remains unclear. Future research must clarify both the meaning and measures that best capture participation, and further explore the relationship between asthma and participation.

Surveying the Landscape of Persistent Concussive Symptoms in Adults Through an Occupational Lens.

Little is known about how and to what extent persistent concussive symptoms affect occupational performance in adults. To evaluate the impact of persistent postconcussive symptoms on occupational performance. A cross-sectional study design was used in which the occupational performance needs of adults with persistent concussion symptoms were identified by a trained occupational therapist via semistructured interview. University research space. Adults ages 18 to 60 yr experiencing persistent concussion symptoms. Occupational performance was evaluated using the Canadian Occupational Performance Measure. Data were then categorized by two researchers using the Occupational Therapy Practice Framework: Domain and Process (4th ed.). The most commonly affected occupational performance areas included education and work, social participation, and performance of instrumental activities of daily living. Aligning with prior knowledge of the impact of psychosocial difficulties and higher order cognitive deficits on daily life, performance of complex occupations is heavily affected in adults with persistent concussive symptoms. Plain-Language Summary: The functional impact of symptoms that adults experience postconcussion becomes apparent as they return to their life occupations. The results of this study showed that adults with persistent concussive symptoms more commonly experienced occupational challenges with participation in education, social activities, and the performance of instrumental activities of daily living, with subtle, important variations in symptoms across adults. Detailed, client-centered evaluation of occupational performance changes postconcussion is an area of potential growth for occupational therapy practice and research.

Participants With Acquired Brain Injury Realized They "Could Still Do Things" After a Yoga Intervention: A Qualitative Descriptive Study.

Occupational therapy practitioners use yoga in practice to achieve holistic care, and the American Occupational Therapy Association has provided guidance on the use of yoga in occupational therapy. For people with acquired brain injury (ABI), however, it is unknown whether yoga affects occupational performance. To explore the perceived impact of an adapted yoga intervention on occupational performance using the Occupational Therapy Practice Framework: Domain and Process (4th ed.; OTPF-4) for participants with ABI. Qualitative descriptive study using virtual, semistructured interviews. An inductive, holistic, open-coding process, followed by a deductive process to map open codes to the OTPF-4. Nine individuals with ABI were recruited from a yoga intervention study. The theme generated from the data-"Yoga participants with ABI realized that they could still do quite a bit"-was supported by two major categories from the OTPF-4: Occupations and Performance Skills. Participants described improvements in their functional performance (i.e., motor skills, process skills) and how these factors were synergistically connected to their occupational performance (i.e., self-care, leisure). This study provides novel insight into how functional performance improved so participants could "still do things," such as engaging in occupations. When participants described improved performance skills, they simultaneously described re-engagement with their meaningful occupations. Participants also perceived an improvement in their mind-body connection, which should be further explored in future studies. This study generated original findings about participants' perceptions of an adapted yoga intervention as they relate to the OTPF-4. Plain-Language Summary: This study reports individuals' perceptions of their re-engagement with occupations and changes in occupational performance skills after participating in an adaptive yoga intervention. We highlight the distinct contribution that adaptive yoga-an intervention modality that can be used by occupational therapy practitioners-may have, using the OTPF-4 to connect the participants' perceptions about their improvements in occupational performance.

Occupational Therapy’s Role within the Middle and High School Settings in the United States

ABSTRACT There is a need for occupational therapy (OT) in the middle and high school settings, yet the role practitioners (OTPs) play in these settings is not clearly defined. School-based OT is in alignment with the Occupational Therapy Practice Framework (OTPF) which recognizes health is supported and maintained when clients are able to engage in their home, school, workplace, and community (American Occupational Therapy Association, 2020). OTPs serving students in the middle and high school settings ensure successful engagement while at school by addressing not only the occupations specific to education but also by addressing the factors that disrupt or empower these occupations American Occupational Therapy Association (2020). Evidence suggests OTPs are struggling to provide relevant service due to limited clarity of their role . A scoping review was conducted to describe the role of American-based OT in the middle and high school settings, identify barriers that affect practitioners, and provide practitioners with information about the role of the OT. Researchers utilized Preferred Reporting Items for Systematic Reviews and Meta Analyses-Scoping Review extension guidelines. Inclusion criteria included were articles published in English, peer-reviewed journals, within the past twenty years and within the scope of OT practice. A total of 1,107 records were identified of which 24 articles were included. Three themes emerged: 1. specific interventions used in middle and high school settings such as transition readiness, social participation, fine motor/handwriting, assistive technology, literacy participation, and life skills; 2. barriers to service delivery; 3. and the need for advocacy. More research is needed to develop conclusive evidence relating to the current practices of occupational therapy in the middle and high school settings.

Analyzing Time Use by Occupation Area between Weekdays and Weekends by Gender of Parents in Single-Parent Families.

Based on the "2019 Living Time Survey" data conducted by the National Statistical Office, this study is aimed at comparing the time usage of single-parent families by classifying the occupation area based on the fourth edition of the occupational therapy practice framework (OTPF) and dividing time use according to weekdays and weekends and by gender. After extracting the subjects who were selected belonging to a single-parent family from the original data of the "2019 Living Time Survey," 404 subjects who were single parents were selected, and the data were analysed. The sample consisted of 134 males and 270 females. The time usage by occupation area during weekdays and weekends and according to the gender of the subjects was checked. By using SPSS 25.0 version for data analysis, the general characteristics and time usage of subjects were presented as frequency analysis and technical statistics, and an independent sample t-test was conducted to compare time usage on weekdays and weekends. Subjects spent more time on "education" and "work" on weekdays, and on weekends, they spent more time on "activities of daily living," "rest and sleep," "leisure," and "social participation." After classifying the subjects by gender, men spent more time on "work" on weekdays, and on weekends, they spent more time on "activities of daily living," "rest and sleep," "leisure," and "social participation." Women spent more time on "education" and "work" on weekdays, and on weekends, they spent more time on "rest and sleep," "leisure," and "social participation." By examining the time usage of single-parent families according to the day of the week, we hope that it will be used as basic data to suggest in which areas they have difficulty managing time, depending on the day of the week, and to establish solutions to insufficient time use due to gender differences.

Time usage analysis and satisfaction comparison by occupational area according to the sex of single-parent families.

Single-parent families are burdened with dual roles as parents amidst economic poverty due to the lack of a spouse. Single parents also face the complications of time poverty. To examine the time use of single-parent families by dividing their time into occupational area and explore the differences in time deficiency and life satisfaction. In this study, the time usage in the '2019 time of life survey' data of the National Statistical Office is classified based on the fourth edition of the Occupational Therapy Practice Framework, and the time use and satisfaction of single-parent families classified according to sex. In the '2019 time of life survey' of the National Statistical Office, the subjects who selected single-parent families in the 'single parent-parent-grandchild households' item were first selected. The data of 404 parents from single-parent families were selected next. The time usage, time deficiency, and life satisfaction were analyzed by occupational area. The subjects spent the most time resting and sleeping, followed by engaging in instrumental activities of daily living (IADLs), work, and health management. As a result of comparing the subjects by sex, it was found that the male subjects spent more time on work than the female subjects, and the female subjects spent more time on IADLs, education and social participation. As a result of comparing time deficiency and life satisfaction, the male subjects felt that they lacked time compared to the female subjects. There was no significant difference in life satisfaction. By examining whether single-parent families' time use by occupational area affected the time deficiency, it was found that male's working time make them feel they have less time, while female's leisure time makes them feel they have more time. This study made it possible to determine the characteristics of single-parent households' time use and sex differences. Furthermore, it is expected to be used as basic data for measures to solve not only time poverty, but also economic poverty in single-parent families.

Vision-related tasks in children with visual impairment: a multi-method study.

Functional Vision (FV) is vital for the successful growth of children with visual impairment. However, tasks related to measuring FV have not been thoroughly studied for this population. To address this gap, this study seeks to establish a comprehensive set of vision-related tasks that consider both the difficulty levels of activities and the ages of children with visual impairment. This study utilized a sequential multi-method design, including a scoping review, a qualitative content analysis, and a focus group. Firstly, a scoping review was conducted to identify vision-related tasks based on the literature. Then, to contextualize the vision-related tasks, a qualitative content analysis was carried out. Subsequently, a focus group was conducted to categorize the identified tasks based on their difficulty levels and the children's level of dependency. We utilized the directed content analysis method to analyze the data, using the occupational domain of the Occupational Therapy Practice Framework 4th edition (OTPF-4) as the primary framework. During the review phase, which included 22 studies, and the interview phase, which involved 16 participants, a total of 95 and 85 vision-related tasks were identified, respectively. These tasks were then categorized into 17 activities and five occupations, which included activities of daily living (ADL), instrumental activities of daily living (IADL), education, play, and participation in social activities. Among these occupations, ADL was the easiest, while participation in social activities was the most challenging. Finally, the tasks were arranged based on their difficulty level for children with visual impairment. A comprehensive list of vision-related tasks has been developed based on the difficulty level of the tasks and the degree of dependency of children with visual impairment. This list can be used to develop standardized instruments for assessing FV in children with visual impairment.

Cognitive Rehabilitation: Mild Traumatic Brain Injury and Relevance of OTPF.

There is increased awareness of the long-term cognitive sequelae of mild traumatic brain injury (mTBI). Therefore, researchers and clinicians have developed and tested cognitive training protocols to address these challenges. The current review summarized literature that examined existing cognitive rehabilitation/training programs. Specifically, the review listed the impact of these programs on functional domains informed by the Occupational Therapy Practice Framework (OTPF). Literature between the years 2008 and 2022 was gathered from nine databases. Results indicate that several cognitive rehabilitation programs have proven to positively influence domains of occupation, client factors, performance, and context. Occupational therapy practitioners have an opportunity to engage in mTBI management. Furthermore, adopting domains of OTPF may guide assessments, treatment planning, and long-term follow-up.

דיון במושג סולנות (Positive Solitude) בראי העשייה המקצועית בריפוי בעיסוק

The English word "Solitude" has no accurate translation in Hebrew. Moreover, it has no unanimous definition in empiric literature. It is mostly described as loneliness, social isolation, shyness or other states of being alone. Being alone is connected with negative outcomes such as ill-health or mental deterioration. However, solitude is also described as positive and pleasant. The capacity to positively be alone was named positive solitude (Solanut in Hebrew), yet is not a familiar phenomenon in empiric literature. This review of the literature focuses on the positive aspects of being alone, namely, positive solitude. Thus far, solitude and positive solitude are used interchangeably in literature and have no separate definitions. At times in the past it was not acceptable to enjoy positive solitude experience. However, a new wave of studying the positive solitude phenomenon has begun. This paper aims at reviewing the positive solitude phenomenon. It focuses on its definitions and theories, as well as on its history in common literature, religions, and research. The benefits of positive solitude are also presented. The summary and discussion emphasizes the phenomenon's importance in daily living as well as in research. It raises the question whether positive solitude may be considered as a new domain within the occupational therapy practice framework (OTPF). Both therapists and their clients are invited to validate the experience of positive solitude as a meaningful activity.

Barriers experienced by stroke survivors when participating in meaningful occupations in a rural and semirural community

INTRODUCTION: There are various personal and environmental factors that hinder the stroke survivors' participation in meaningful occupations within a rural and semi-rural community context. Thus, occupational therapists need to consider such barriers in order to provide holistic treatment AIM: This study intended to explore the barriers experienced by stroke survivors on their participation in meaningful occupations in a rural and semi-rural community METHOD: An explorative qualitative study was conducted, using a purposive sampling method to recruit participants at a public healthcare district hospital. Data were collected at the participants' homes using individual semi-structured interviews. The researcher made use of open-ended questions guided by the Occupational Therapy Practice Framework 3rd edition and the Person Environment Occupation Performance model FINDINGS: Four themes related to the barriers experienced by stroke survivors on their participation in meaningful occupations emerged: (i) physical barriers, (i) psychological barriers, (iii) financial and (iv) environmental barriers CONCLUSION: The barriers explored in this study compelled the stroke survivors to accept varying degrees of assistance from their caregivers. The findings of this study could assist occupational therapists to consider the factors that hinder the stroke survivors' participation in meaningful occupations in rural and semi-rural South African communities, and inform treatment aims that are relevant to the respective communities. If occupational therapists consider these barriers when planning treatment, this could assist with maximizing independence in all areas of stroke survivors' lives, lessening the burden of care on their caregivers and decreasing the patient load on clinical and community occupational therapists Implications for practice Stroke survivors dwelling in the semi-rural and rural community contexts experience barriers which are unique to such settings. Thus, occupational therapist should be aware of the differences of barriers experienced not only in the hospital setting, but in the community context that stroke survivors are reintegrated to. Such consideration could contribute to intervention focussed on the individual's specific needs with regard to participation in meaningful occupations within the semi-rural and rural contexts they reside in.

Cognitive, Sensory, and Motor Classification of Traditional Play: Focusing on Occupational Therapy Practice Framework

목적: 노인을 위한 전통놀이 관련 연구는 미비한 실정으로, 노인의 인지증진에 전통놀이를 체계적으로 적용하기 위해 관련 연구가 활성화 되어야 할 필요가 있다. 따라서 본 연구에서는 전통놀이를 인지, 감각, 운동으로 분류하여 전통놀이별 필요 능력을 파악하고자 한다. 연구방법: 332개의 놀이 중 난이도나 부상의 문제로 노인에게 적용하기 부적절한 놀이를 제외하고 총 30개의놀이가 연구도구로 선정되었다. 작업치료학과 대학생 146명을 대상으로 전통놀이 선호도 조사를 실시하였으며, 작업치료학과 교수와 임상가가 작업치료 실행체계 4판을 활용하여 전통놀이를 인지적, 감각적, 운동적으로 분류하였다. 연구결과: 선호도가 높은 전통 놀이는 고무줄놀이, 공기놀이, 보물찾기, 불꽃놀이 순으로 나타났으며, 선호도가3.5점으로 이상으로 나타난 전통놀이 13개를 작업치료 실행체계의 클라이언트 요인 중 신체기능으로 분류하였다. 작업치료 실행체계 분류 결과, 정신기능(인지기능)을 가장 많이 포함하는 놀이는 실뜨기였고 감각기능을 가장 많이 포함하는 놀이는 눈싸움과 숨바꼭질이었다. 신경근육과 움직임 관련 기능, 그리고 움직임 기능을 가장 많이 포함하는 놀이는 눈싸움, 보물찾기, 숨바꼭질, 연날리기, 줄넘기로 나타났다. 결론: 본 연구를 통해 선호도가 높은 전통놀이와 작업치료 실행체계에 따른 분류를 확인했다. 추후 연구에서는 본 연구의 결과를 토대로 인지수준별 수행 가능한 전통놀이를 파악하고, 노인을 위한 인지예방과 인지증진 프로그램 개발에 기여하는 등 관련 연구가 지속되기를 기대한다.

Perceptions of People Living With Moderate to Severe Traumatic Brain Injury About Grocery Shopping Performance

<h3>Research Objectives</h3> To investigate the impact of brain injury (TBI) on grocery shopping performance from the viewpoint of those who have suffered a moderate or severe TBI. <h3>Design</h3> Exploratory and descriptive qualitative approach. <h3>Setting</h3> Specialised acquired brain injury rehabilitation service (inpatient and community rehabilitation services). <h3>Participants</h3> Maximum variation purposive sampling was used to recruit 14 adults with moderate to severe TBI. A total of 8 people were recruited from the inpatient rehabilitation ward, while 6 were community dwelling. All participants had participated in rehabilitation which addressed grocery shopping. <h3>Interventions</h3> Not applicable. <h3>Main Outcome Measures</h3> Semi-structured interviews ranging from 20-60 minutes were conducted. Data were analysed using a thematic approach, with deductive coding to the American Occupational Therapy Practice Framework. Demographic data (age, time post injury, living situation, severity of injury) were gathered from the medical record and the Functional Independence Measure (FIM™) was completed on all participants. Double coding of >10% of interviews was completed to increase rigor. <h3>Results</h3> Five key themes emerged from the data; getting to the shops, generation and use of a list, searching and locating items, selecting items, budgeting and paying for items. Brain injury related impairments (cognitive and visual) and external factors (social environment, physical environment, and restrictions on driving and financial management) were identified as being the most common factors which impacted on grocery shopping from the perspectives of those living with TBI. The physical layout and familiarity with the grocery store environment was seen to directly impact on the associated cognitive demands and grocery shopping performance. <h3>Conclusions</h3> People with TBI perceive grocery shopping as a highly contextualised multi-step activity which is impacted by cognitive and visual impairments. Clinical rehabilitation should include consideration of the multiple demands and environmental context of grocery shopping to inform targeted rehabilitation interventions for this population. <h3>Author(s) Disclosures</h3> None

Official Documents Available From the American Occupational Therapy Association

Official documents and professional policies are approved by the AOTA Representative Assembly and undergo scheduled review and approval by the Representative Assembly Coordinating Committee (RACC). These documents are used by the Association and its membership to guide education, practice, advocacy, and policy on behalf of the profession. The documents are a valuable resource for occupational therapy practitioners and provide a solid grounding in the profession for students, consumers, and external stakeholders.Items in bold are new for 2022 and are available in this supplement to the American Journal of Occupational Therapy. Official documents are periodically reviewed, and documents may be superseded by newer versions or rescinded. A complete list of the most current documents is available at https://www.aota.org/practice/practice-essentials/aota-official-documents.Guidance documents provide comprehensive perspective and guidance on topics that shape advancement of the profession and its future direction. ▪ Guidelines for Documentation of Occupational Therapy (2018)▪ Guidelines for Occupational Therapy Services in Early Intervention and Schools (2017)▪ Guidelines for Reentry Into the Field of Occupational Therapy (2020)▪ Guidelines for Supervision, Roles, and Responsibilities During the Delivery of Occupational Therapy Services (2020)▪ Occupational Therapy Practice Framework: Domain and Process, 4th Edition (2020)▪ The Practice of Occupational Therapy in Feeding, Eating, and Swallowing (2017)▪ A Descriptive Review of Occupational Therapy Education (2016)▪ Scholarship in Occupational Therapy (2022)Position statements present an official stance on the provision of services, practice of occupational therapy, or role of occupational therapy. They are developed in response to a professional issue, concern, or need. ▪ COE Academic Terminal Degree (2022)▪ Assistive Technology and Occupational Performance (2016)▪ Autism Spectrum Disorders Across the Life Course and Occupational Therapy Services (2022)▪ Cognition, Cognitive Rehabilitation, and Occupational Performance (2019)▪ Continuing Professional Development in Occupational Therapy (2016)▪ Driving and Community Mobility (2016)▪ Fieldwork Level II and Occupational Therapy Students (2018)▪ Importance of Collaborative Occupational Therapist-Occupational Therapy Assistant Intraprofessional Education in Occupational Therapy Curricula (2017)▪ Importance of Interprofessional Education for Occupational Therapy (2022)▪ Importance of Primary Care Education in Occupational Therapy Curricula (2017)▪ Inclusive Environments: Home, Work, Public Spaces, Technology, and Specialty Environments (2022)▪ Mental Health Promotion, Prevention, and Intervention in Occupational Therapy Practice (2017)▪ Occupational Therapy and Complementary Health Approaches and Integrative Health (2016)▪ Occupational Therapy Doctoral Capstone: Purpose and Value (2022)▪ Occupational Therapy Fieldwork Education: Value and Purpose (2022)▪ Occupational Therapy for Children and Youth Using Sensory Integration Theory and Methods in School-Based Practice (2015)▪ Occupational Therapy in the Promotion of Health and Well-Being (2019)▪ Occupational Therapy Scope of Practice (2021)▪ Occupational Therapy Services for Individuals Who Have Experienced Domestic Violence (2017)▪ Occupational Therapy Services in Facilitating Work Participation and Performance (2017)▪ Occupational Therapy Services in the Promotion of Mental Health and Well-Being (2016)▪ Occupational Therapy’s Commitment to Diversity, Equity, and Inclusion (2020)▪ Occupational Therapy’s Perspective on the Use of Environments and Contexts to Facilitate Health, Well-Being, and Participation in Occupations (2015)▪ Occupational Therapy’s Role in Case Management (2018)▪ Occupational Therapy’s Role in Medication Management (2017)▪ Occupational Therapy’s Role in the Neonatal Intensive Care Unit (2018)▪ Occupational Therapy’s Role With Chronic Conditions (2022)▪ Philosophical Base of Occupational Therapy (2017)▪ Philosophy of Occupational Therapy Education (2018)▪ Role of Occupational Therapy in End-of-Life Care (2016)▪ Role of Occupational Therapy in Pain Management (2021)▪ Physical Agents and Mechanical Modalities (2018)▪ Role of Occupational Therapy in Primary Care (2020)▪ Role of Occupational Therapy in Wound Management (2018)▪ Telehealth in Occupational Therapy (2018)▪ Value of Occupational Therapy Assistant Education to the Profession (2019)▪ Vestibular Impairment, Vestibular Rehabilitation, and Occupational Performance (2017)Professional standards describe and define minimal standards for practice, continued competence, and other professional behaviors. ▪ AOTA 2020 Code of Ethics▪ Standards for Continuing Competence (2021)▪ Standards of Practice for Occupational Therapy (2021)Societal statements are written in the form of public announcements and identify a societal issue of concern; state how the issue affects the participation of individuals, families, groups, or communities in society; and may offer action to be taken by individuals, families, groups, or communities. ▪ AOTA’s Societal Statement Denouncing Conversion “Therapy” (2022)▪ AOTA’s Societal Statement on Disaster Response and Risk Reduction (2017)▪ AOTA’s Societal Statement on Community Violence (2022)▪ AOTA’s Societal Statement on Gun Violence (2022)▪ AOTA’s Societal Statement on Health Disparities (2013)▪ AOTA’s Societal Statement on Health Literacy (2016)▪ AOTA’s Societal Statement on Livable Communities (2016)▪ AOTA’s Societal Statement on Stress, Trauma, and Posttraumatic Stress Disorder (2017)▪ AOTA’s Societal Statement on Youth Violence (2016)▪ Specialized Knowledge and Skills of Occupational Therapy Educators of the Future (2009)

How Occupational Therapists Assess and Address the Occupational Domain of Sleep: A Survey Study.

Sleep is a foundational occupation in the Occupational Therapy Practice Framework: Domain and Process (2nd ed.), yet little is known about how occupational therapists assess and address sleep in practice. To survey practicing occupational therapists' comfort with their level of knowledge about sleep, how they are assessing and addressing sleep in clinical practice, and the amount of sleep-related education they have received. Cross-sectional survey study. Electronic survey. Practicing occupational therapists were invited to participate in November 2020. Survey invitations were sent via email targeting occupational therapists serving as clinical instructors. The survey consisted of 41 items assessing comfort with sleep knowledge, occupation of sleep, and sleep education received. This survey was modified from a previous survey and tailored to the occupational therapy profession. A total of 169 occupational therapists completed the survey. Most (87%) agreed that sleep was an occupation, but only 44% evaluated their clients' sleep, and 30% established treatment goals pertaining to sleep. In addition, 66% reported not receiving education about sleep in their entry-level occupational therapy program, and 78% reported receiving no continuing education about sleep in the past 2 yr. Most (92%) reported that occupational therapists should be better prepared to evaluate and treat sleep after graduation. Most occupational therapists identified sleep as an area of occupation but had limited knowledge of how to assess and address sleep in practice. Entry-level occupational therapy education programs must enhance sleep-related curricula, and continuing education programs tailored to sleep issues within occupational therapists' practice are needed. What This Article Adds: The results of this study indicate gaps in occupational therapists' knowledge regarding how best to assess and treat sleep problems. We offer next steps to improve the profession's capacity to address the occupation of sleep.

Art Interventions for Children With Autism Spectrum Disorder: A Scoping Review.

Autism spectrum disorder (ASD) is a neurological condition characterized by impairments in social interaction, communication, and behavior. Occupational therapy practitioners use creative arts interventions for children with ASD, but relevant evidence for these interventions is lacking. To provide occupational therapists evidence of the benefit of creative arts interventions for children with ASD by evaluating treatment efficacy and connecting the evidence with the Occupational Therapy Practice Framework: Domain and Process (4th ed.; OTPF-4). We searched peer-reviewed articles in six databases: CINAHL, Cochrane, PubMed, Ovid, PsycInfo, and Scopus. Eighteen articles published between 2000 and 2020 met Level 1b or 2b evidence criteria and were retrieved for full review; 15 were included in this scoping review. We used Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to extract data. Inclusion criteria were as follows: (1) Level 1b or 2b study; (2) quantitative data; (3) published in English; (4) population of children (ages <18 yr); (5) primary diagnosis of ASD; and (6) creative arts intervention in the forms of drawing, painting, or coloring; music; or theater. Creative arts interventions benefited children with ASD in two OTPF-4 areas (process and social interaction) pertaining to the Performance Skills domain and one OTPF-4 area (body functions) pertaining to the Client Factors domain. We found similar effects for group and individual intervention sessions, and significant improvements required multiple sessions. Our findings provide evidence for the efficacy of creative arts interventions to enhance occupation-based outcomes for children with ASD. What This Article Adds: Our findings support occupational therapy practitioners' use of creative arts interventions to improve OTPF-4-based client factors and process and social interaction skills for children with ASD.

Utilizing an ACT-Informed OT Intervention to Address the Psychosocial Needs of Military Veterans

Abstract Date Presented 03/31/2022 OTs play an important role in addressing the psychosocial needs of military veterans in a variety of treatment settings. Acceptance and Commitment Therapy (ACT) is an evidence-based psychotherapy that aligns well with the current occupational therapy practice framework. This study aims to identify occupational therapist knowledge and perspectives regarding the integration of ACT components into current intervention strategies utilized with military veterans. Primary Author and Speaker: Tomi M. Martowski Contributing Authors: Amanda K. Giles

Avian Assisted Intervention During Covid-19 Pandemic Restrictions

Occupational Deprivation has been a present risk [ER1] for people in inpatient hospital settings such as Skilled Nursing Facilities (SNF) during the Coronavirus Disease 2019 (COVID-19) pandemic restrictions. Clients have described their days as “boring” and “unfulfilling.” Clients experiencing extended in-patient hospitalization, who already might experience great interruptions to their treasured roles, routines, and occupations, were further restricted from recreational and social opportunities usually present in those settings. This work describes the translation of the animal assisted intervention evidence base to an occupational therapy student-developed program at a SNF to address this deficit. A vibrant avian therapy partner gave moments of joy for clients whose activities were heavily restricted during widespread social isolation of the COVID-19 containment efforts. Connections to performance skills in the Occupational Therapy Practice Framework (AOTA, 2020). are discussed

Person-Centered Goal Setting is Feasible in People With Parkinson's Disease Who Have Subjective Cognitive Decline

<h3>Research Objectives</h3> Evaluate the feasibility of person-centered goal setting in cognitive rehabilitation for people with Parkinson's disease (PD) and explore the characteristics of the formulated goals. <h3>Design</h3> Secondary analysis. <h3>Setting</h3> Community. <h3>Participants</h3> Thirty adults with PD who have subjective cognitive decline completed person-centered goal setting prior to participating in a cognitive intervention. <h3>Interventions</h3> Person-centered goal setting was delivered by occupational therapists as a part of two studies investigating a cognitive intervention. <h3>Main Outcome Measures</h3> The total mean number of formulated goals per participant, the importance level of each goal using a 10-point scale (1: not important – 10: very important), and goal domains and categories coded using a goal coding system developed based on the literature and Occupational Therapy Practice Framework (OTPF). Using the coding system, two researchers independently coded all goals. Discrepancies were resolved by consensus or in consultation with a senior researcher. <h3>Results</h3> Participants formulated a total of 166 goals. The mean number of formulated goals per participant was 5.53 (SD = 2.19, range = 3 – 10). The mean importance level of all formulated goals was 8.31 (SD = 1.5, range = 4 – 10). Eighty-seven percent of all formulated goals were scored 7 or higher importance level. At the individual level, twenty-eight participants developed at least three goals with a 7 or higher importance level, whereas the remaining two formulated only two goals with a 7 or higher importance level. Goals included diverse domains and categories as per the OTPF. The most common domains were occupations (45%) and client factors (22%). The most common categories were symptom and condition management (12%), higher-level cognitive (11%), and time management (11%). <h3>Conclusions</h3> Person-centered goal setting can guide people with PD who have subjective cognitive decline to formulate personally meaningful goals. Diverse domains and categories of goals highlight clients' multifaceted needs and potential priority areas for cognitive rehabilitation. Future studies can optimize the current goal setting approach to enhance personally meaningful goal formulation and evaluate its effectiveness to improve cognitive rehabilitation outcomes. <h3>Author(s) Disclosures</h3> No conflict of interest.

Official Documents Available From the American Occupational Therapy Association.

Official documents and professional policies are approved by the AOTA Representative Assembly and undergo scheduled review and approval by the Representative Assembly Coordinating Committee (RACC). These documents are used by the Association and its membership to guide education, practice, advocacy, and policy on behalf of the profession. The documents are a valuable resource for occupational therapy practitioners and provide a solid grounding in the profession for students, consumers, and external stakeholders.The Representative Assembly adopted the RACC Standard Operating Procedures, Attachment A, at the fall online meeting in November 2020. As a result of this motion, the types of official documents have been renamed and are categorized and described below.Items in bold are new for 2021 and are available in this supplement to the American Journal of Occupational Therapy. Official documents are periodically reviewed, and documents may be superseded by newer versions or rescinded. A complete list of the most current documents is available at https://www.aota.org.Guidance documents provide comprehensive perspective and guidance on topics that shape advancement of the profession and its future direction. Guidelines for Documentation of Occupational Therapy (2018)Guidelines for Occupational Therapy Services in Early Intervention and Schools (2017)Guidelines for Reentry Into the Field of Occupational Therapy (2020)Guidelines for Supervision, Roles, and Responsibilities During the Delivery of Occupational Therapy Services (2020)Occupational Therapy Practice Framework: Domain and Process, 4th Edition (2020)The Practice of Occupational Therapy in Feeding, Eating, and Swallowing (2017)A Descriptive Review of Occupational Therapy Education (2016)Scholarship in Occupational Therapy (2016)Position statements present an official stance on the provision of services, practice of occupational therapy, or role of occupational therapy. They are developed in response to a professional issue, concern, or need. Academic Terminal Degree (2017)Assistive Technology and Occupational PerformanceCognition, Cognitive Rehabilitation, and Occupational Performance (2019)Complex Environmental Modifications (2015)Continuing Professional Development in Occupational Therapy (2016)Driving and Community Mobility (2016)Fieldwork Level II and Occupational Therapy Students (2018)Importance of Collaborative Occupational Therapist-Occupational Therapy Assistant Intraprofessional Education in Occupational Therapy Curricula (2017)Importance of Interprofessional Education in Occupational Therapy Curricula (2015)Importance of Primary Care Education in Occupational Therapy Curricula (2017)Mental Health Promotion, Prevention, and Intervention in Occupational Therapy Practice (2017)Obesity and Occupational Therapy (2013)Occupational Therapy and Complementary Health Approaches and Integrative Health (2016)Occupational Therapy Fieldwork Education: Value and Purpose (2016)Occupational Therapy for Children and Youth Using Sensory Integration Theory and Methods in School-Based Practice (2015)Occupational Therapy in the Promotion of Health and Well-Being (2019)Occupational Therapy Scope of Practice (2021)Occupational Therapy Services for Individuals Who Have Experienced Domestic Violence (2017)Occupational Therapy Services in Facilitating Work Participation and Performance (2017)Occupational Therapy Services in the Promotion of Mental Health and Well-Being (2016)Occupational Therapy’s Commitment to Diversity, Equity, and Inclusion (2020)Occupational Therapy’s Perspective on the Use of Environments and Contexts to Facilitate Health, Well-Being, and Participation in Occupations (2015)Occupational Therapy’s Role in Case Management (2018)Occupational Therapy’s Role in Medication Management (2017)Occupational Therapy’s Role in the Neonatal Intensive Care Unit (2018)Philosophical Base of Occupational Therapy (2017)Philosophy of Occupational Therapy Education (2018)Role of Occupational Therapy in End-of-Life Care (2016)Role of Occupational Therapy in Pain Management (2021)Physical Agents and Mechanical Modalities (2018)Role of Occupational Therapy in Primary Care (2020)Role of Occupational Therapy in Wound Management (2018)Scope of Occupational Therapy Services for Individuals With An Autism Spectrum Disorder Across The Life Course (2015)Telehealth in Occupational Therapy (2018)Value of Occupational Therapy Assistant Education to the Profession (2019)Vestibular Impairment, Vestibular Rehabilitation, and Occupational Performance (2017)Professional standards describe and define minimal standards for practice, continued competence, and other professional behaviors. AOTA 2020 Code of EthicsStandards for Continuing Competence (2021)Standards of Practice for Occupational Therapy (2021)Societal statements are written in the form of public announcements and identify a societal issue of concern; state how the issue affects the participation of individuals, families, groups, or communities in society; and may offer action to be taken by individuals, families, groups, or communities. AOTA’s Societal Statement on Disaster Response and Risk Reduction (2017)AOTA’s Societal Statement on Health Disparities (2013)AOTA’s Societal Statement on Health Literacy (2016)AOTA’s Societal Statement on Livable Communities (2016)AOTA’s Societal Statement on Stress, Trauma, and Posttraumatic Stress Disorder (2017)AOTA’s Societal Statement on Youth Violence (2016)