Behavioral and Physiological Factors Associated With Selective Eating in Children With Autism Spectrum Disorder / Kelly TANNER in American Journal of Occupational Therapy, Vol. 69/6 (novembre/décembre 2015)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 69/6 (novembre/décembre 2015) Titre : Behavioral and Physiological Factors Associated With Selective Eating in Children With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Kelly TANNER ; Jane Case-Smith ; Marcia NAHIKIAN-NELMS ; et al. Année de publication : 2015 Langues : Anglais (eng) Mots-clés : Autisme  Alimentation  Habitude alimentaire Résumé : Selective eating is common in children with autism spectrum disorder (ASD), but it is not yet well understood. The objectives of this study were to examine a new definition of selective eating, compare behavioral measures between children with ASD and selective eating and those without selective eating, and determine relationships among behavioral measures and measures of selective eating. Participants were assigned to groups on the basis of number of foods eaten compared with a population-based sample. Results of one-way multivariate analysis of variance indicated no overall effect of group for challenging behaviors, sensory reactivity, or repetitive behaviors. Between-participant tests indicated that scores for compulsive behaviors were significantly lower (p = .036) for the selective eating group. Correlations were moderately strong among variables relating to food intake and behavioral variables, but were not significant between selective eating and behavioral variables. Further research is needed to validate the definition of selective eating and to identify targets for intervention. Permalink : ./index.php?lvl=notice_display&id=41513 [article] Behavioral and Physiological Factors Associated With Selective Eating in Children With Autism Spectrum Disorder [texte imprimé] / Kelly TANNER ; Jane Case-Smith ; Marcia NAHIKIAN-NELMS ; et al. . - 2015. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 69/6 (novembre/décembre 2015) Mots-clés : Autisme  Alimentation  Habitude alimentaire Résumé : Selective eating is common in children with autism spectrum disorder (ASD), but it is not yet well understood. The objectives of this study were to examine a new definition of selective eating, compare behavioral measures between children with ASD and selective eating and those without selective eating, and determine relationships among behavioral measures and measures of selective eating. Participants were assigned to groups on the basis of number of foods eaten compared with a population-based sample. Results of one-way multivariate analysis of variance indicated no overall effect of group for challenging behaviors, sensory reactivity, or repetitive behaviors. Between-participant tests indicated that scores for compulsive behaviors were significantly lower (p = .036) for the selective eating group. Correlations were moderately strong among variables relating to food intake and behavioral variables, but were not significant between selective eating and behavioral variables. Further research is needed to validate the definition of selective eating and to identify targets for intervention. Permalink : ./index.php?lvl=notice_display&id=41513

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Effect of a coteaching handwriting program for first graders: one-group pretest-posttest design / Jane Case-Smith in American Journal of Occupational Therapy, Vol. 66/4 (juillet-aout 2012)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 66/4 (juillet-aout 2012) . - p. 396-405 Titre : Effect of a coteaching handwriting program for first graders: one-group pretest-posttest design Type de document : texte imprimé Auteurs : Jane Case-Smith ; Terri HOLLAND ; Susan WHITE ; Alison E. Lane Année de publication : 2012 Article en page(s) : p. 396-405 Langues : Anglais (eng) Mots-clés : Trouble écriture  Communication écrite  Ergothérapie Résumé : We examined the effects of a cotaught handwriting and writing program on first-grade students grouped by low, average, and high baseline legibility. The program’s aim was to increase legibility, handwriting speed, writing fluency, and written expression in students with diverse learning needs. Thirty-six first-grade students in two classrooms participated in a 12-wk handwriting and writing program cotaught by teachers and an occupational therapist. Students were assessed at pretest, posttest, and 6-mo follow-up using the Evaluation Tool of Children’s Handwriting–Manuscript (ETCH–M) and the Woodcock–Johnson Writing Fluency and Writing Samples tests. Students made large gains in ETCH–M legibility (η2 = .74), speed (η2s = .52–.65), Writing Fluency (η2 = .58), and Writing Samples (η2 = .59). Students with initially low legibility improved most in legibility; progress on the other tests was similar across low-, average-, and high-performing groups. This program appeared to benefit first-grade students with diverse learning needs and to increase handwriting legibility and speed and writing fluency. Permalink : ./index.php?lvl=notice_display&id=14051 [article] Effect of a coteaching handwriting program for first graders: one-group pretest-posttest design [texte imprimé] / Jane Case-Smith ; Terri HOLLAND ; Susan WHITE ; Alison E. Lane . - 2012 . - p. 396-405. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 66/4 (juillet-aout 2012) . - p. 396-405 Mots-clés : Trouble écriture  Communication écrite  Ergothérapie Résumé : We examined the effects of a cotaught handwriting and writing program on first-grade students grouped by low, average, and high baseline legibility. The program’s aim was to increase legibility, handwriting speed, writing fluency, and written expression in students with diverse learning needs. Thirty-six first-grade students in two classrooms participated in a 12-wk handwriting and writing program cotaught by teachers and an occupational therapist. Students were assessed at pretest, posttest, and 6-mo follow-up using the Evaluation Tool of Children’s Handwriting–Manuscript (ETCH–M) and the Woodcock–Johnson Writing Fluency and Writing Samples tests. Students made large gains in ETCH–M legibility (η2 = .74), speed (η2s = .52–.65), Writing Fluency (η2 = .58), and Writing Samples (η2 = .59). Students with initially low legibility improved most in legibility; progress on the other tests was similar across low-, average-, and high-performing groups. This program appeared to benefit first-grade students with diverse learning needs and to increase handwriting legibility and speed and writing fluency. Permalink : ./index.php?lvl=notice_display&id=14051

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Effectiveness of an integrated handwriting program for first-grade students / Jane Case-Smith in American Journal of Occupational Therapy, Vol. 65/6 (novembre-décembre 2011)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 65/6 (novembre-décembre 2011) . - p. 670-678 Titre : Effectiveness of an integrated handwriting program for first-grade students : a pilot study Type de document : texte imprimé Auteurs : Jane Case-Smith ; Beth BISHOP ; Terri HOLLAND Année de publication : 2011 Article en page(s) : p. 670-678 Langues : Anglais (eng) Mots-clés : Ergothérapie  Evaluation  Enfant Résumé : We developed and piloted a program for first-grade students to promote development of legible handwriting and writing fluency. The Write Start program uses a coteaching model in which occupational therapists and teachers collaborate to develop and implement a handwriting–writing program. The small-group format with embedded individualized supports allows the therapist to guide and monitor student performance and provide immediate feedback. The 12-wk program was implemented with 1 class of 19 students. We administered the Evaluation of Children’s Handwriting Test, Minnesota Handwriting Assessment, and Woodcock–Johnson Fluency and Writing Samples test at baseline, immediately after the Write Start program, and at the end of the school year. Students made large, significant gains in handwriting legibility and speed and in writing fluency that were maintained at 6-mo follow-up. The Write Start program appears to promote handwriting and writing skills in first-grade students and is ready for further study in controlled trials. Permalink : ./index.php?lvl=notice_display&id=14069 [article] Effectiveness of an integrated handwriting program for first-grade students : a pilot study [texte imprimé] / Jane Case-Smith ; Beth BISHOP ; Terri HOLLAND . - 2011 . - p. 670-678. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 65/6 (novembre-décembre 2011) . - p. 670-678 Mots-clés : Ergothérapie  Evaluation  Enfant Résumé : We developed and piloted a program for first-grade students to promote development of legible handwriting and writing fluency. The Write Start program uses a coteaching model in which occupational therapists and teachers collaborate to develop and implement a handwriting–writing program. The small-group format with embedded individualized supports allows the therapist to guide and monitor student performance and provide immediate feedback. The 12-wk program was implemented with 1 class of 19 students. We administered the Evaluation of Children’s Handwriting Test, Minnesota Handwriting Assessment, and Woodcock–Johnson Fluency and Writing Samples test at baseline, immediately after the Write Start program, and at the end of the school year. Students made large, significant gains in handwriting legibility and speed and in writing fluency that were maintained at 6-mo follow-up. The Write Start program appears to promote handwriting and writing skills in first-grade students and is ready for further study in controlled trials. Permalink : ./index.php?lvl=notice_display&id=14069

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Effects of a Classroom-Embedded Occupational Therapist–Teacher Handwriting Program for First-Grade Students / Jane Case-Smith in American Journal of Occupational Therapy, Vol. 68/6 (novembre/décembre 2014)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 68/6 (novembre/décembre 2014) . - p. 690-698 Titre : Effects of a Classroom-Embedded Occupational Therapist–Teacher Handwriting Program for First-Grade Students Type de document : texte imprimé Auteurs : Jane Case-Smith ; Lindy L. WEAVER ; Terri HOLLAND Année de publication : 2014 Article en page(s) : p. 690-698 Langues : Anglais (eng) Mots-clés : Enfant  Ergothérapie  Ecriture  Evaluation Résumé : This study examined the effectiveness of Write Start, a handwriting and writing program cotaught by teachers and occupational therapists for first-grade children. Four classrooms (n = 80) received the Write Start program, and four (n = 58) received standard handwriting and writing instruction. Two teachers and an occupational therapist implemented the 24-session manualized program, which included station teaching and individualized supports. The program emphasized practice in small groups in which the coteaching team provided students with frequent feedback, encouraged self-evaluation, and facilitated peer modeling and peer evaluation. Students who completed the Write Start program improved more in handwriting legibility and speed than the group receiving standard instruction. Writing fluency and written composition were no different between groups at posttest; however, writing fluency was significantly higher for Write Start students at 6-mo follow-up. Write Start students with low legibility at baseline made significant improvements, suggesting that the program may benefit students at risk for handwriting and writing problems. Permalink : ./index.php?lvl=notice_display&id=34404 [article] Effects of a Classroom-Embedded Occupational Therapist–Teacher Handwriting Program for First-Grade Students [texte imprimé] / Jane Case-Smith ; Lindy L. WEAVER ; Terri HOLLAND . - 2014 . - p. 690-698. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 68/6 (novembre/décembre 2014) . - p. 690-698 Mots-clés : Enfant  Ergothérapie  Ecriture  Evaluation Résumé : This study examined the effectiveness of Write Start, a handwriting and writing program cotaught by teachers and occupational therapists for first-grade children. Four classrooms (n = 80) received the Write Start program, and four (n = 58) received standard handwriting and writing instruction. Two teachers and an occupational therapist implemented the 24-session manualized program, which included station teaching and individualized supports. The program emphasized practice in small groups in which the coteaching team provided students with frequent feedback, encouraged self-evaluation, and facilitated peer modeling and peer evaluation. Students who completed the Write Start program improved more in handwriting legibility and speed than the group receiving standard instruction. Writing fluency and written composition were no different between groups at posttest; however, writing fluency was significantly higher for Write Start students at 6-mo follow-up. Write Start students with low legibility at baseline made significant improvements, suggesting that the program may benefit students at risk for handwriting and writing problems. Permalink : ./index.php?lvl=notice_display&id=34404

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Multicenter randomized controlled trial of pediatric constraint-induced movement therapy / Jane Case-Smith in American Journal of Occupational Therapy, Vol. 66/1 (janvier-février 2012)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 66/1 (janvier-février 2012) . - p. 15-23 Titre : Multicenter randomized controlled trial of pediatric constraint-induced movement therapy : 6-Month Follow-Up Type de document : texte imprimé Auteurs : Jane Case-Smith ; DeLuca, Stephanie C ; et al. ; Richard STEVENSON Année de publication : 2012 Article en page(s) : p. 15-23 Langues : Anglais (eng) Mots-clés : Enfant  Paralysie cérébrale  Thérapie par contrainte induite Résumé : OBJECTIVE. Pediatric constraint-induced movement therapy (CIMT) is a promising intervention for children with unilateral cerebral palsy (CP). This multisite randomized controlled trial (RCT) tested the hypothesis that 6 hr versus 3 hr per day for 21 days would produce larger maintenance of gains 6 mo posttreatment. METHOD. Three sites recruited 18 children (6 per site) ages 3–6 yr with unilateral CP. Children were randomly assigned to 3 or 6 hr/day of CIMT for 21 days and wore a cast on the unaffected extremity the first 18 days. Occupational therapists applied a standardized pediatric CIMT protocol. Evaluators blinded to condition administered the Assisted Hand Assessment and the Quality of Upper Extremity Skills Test, and parents completed the Pediatric Motor Activity Log pre- and posttreatment (1 wk, 1 mo, and 6 mo). RESULTS. Both CIMT dosage groups showed significant gains on all five assessments with no significant group differences at 6-mo follow-up. Effect sizes (n 5 15) comparing preintervention to postintervention measures (partial h2) ranged from .33 to .80. CONCLUSION. This first multisite RCT of pediatric CIMT confirmed the maintenance of positive effects at 6 mo follow-up across multiple functional performance measures. The hypothesis that maintenance of effects would differ for children who received 6 versus 3 hr/day of CIMT (126 vs. 63 total hr) was not supported. Permalink : ./index.php?lvl=notice_display&id=14150 [article] Multicenter randomized controlled trial of pediatric constraint-induced movement therapy : 6-Month Follow-Up [texte imprimé] / Jane Case-Smith ; DeLuca, Stephanie C ; et al. ; Richard STEVENSON . - 2012 . - p. 15-23. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 66/1 (janvier-février 2012) . - p. 15-23 Mots-clés : Enfant  Paralysie cérébrale  Thérapie par contrainte induite Résumé : OBJECTIVE. Pediatric constraint-induced movement therapy (CIMT) is a promising intervention for children with unilateral cerebral palsy (CP). This multisite randomized controlled trial (RCT) tested the hypothesis that 6 hr versus 3 hr per day for 21 days would produce larger maintenance of gains 6 mo posttreatment. METHOD. Three sites recruited 18 children (6 per site) ages 3–6 yr with unilateral CP. Children were randomly assigned to 3 or 6 hr/day of CIMT for 21 days and wore a cast on the unaffected extremity the first 18 days. Occupational therapists applied a standardized pediatric CIMT protocol. Evaluators blinded to condition administered the Assisted Hand Assessment and the Quality of Upper Extremity Skills Test, and parents completed the Pediatric Motor Activity Log pre- and posttreatment (1 wk, 1 mo, and 6 mo). RESULTS. Both CIMT dosage groups showed significant gains on all five assessments with no significant group differences at 6-mo follow-up. Effect sizes (n 5 15) comparing preintervention to postintervention measures (partial h2) ranged from .33 to .80. CONCLUSION. This first multisite RCT of pediatric CIMT confirmed the maintenance of positive effects at 6 mo follow-up across multiple functional performance measures. The hypothesis that maintenance of effects would differ for children who received 6 versus 3 hr/day of CIMT (126 vs. 63 total hr) was not supported. Permalink : ./index.php?lvl=notice_display&id=14150

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Occupational therapy for children / Jane Case-Smith ; Jane Clifford O'Brien

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Systematic review of interventions to promote social–emotional development in young children with or at risk for disability / Jane Case-Smith in American Journal of Occupational Therapy, Vol. 67/4 (juillet-aout 2013)

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Systematic review of interventions used in occupational therapy to promote motor performance for children ages birth-5 years / Jane Case-Smith in American Journal of Occupational Therapy, Vol. 67/4 (juillet-aout 2013)

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Systematic reviews of the effectiveness of interventions used in occupational therapy early childhood services / Jane Case-Smith in American Journal of Occupational Therapy, Vol. 67/4 (juillet-aout 2013)

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