Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students? / Beth A. PFEIFFER in American Journal of Occupational Therapy, Vol. 69/4 (Juillet-Août 2015)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 69/4 (Juillet-Août 2015) . - 6904350010p1-6904350010p7 Titre : Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students? Type de document : texte imprimé Auteurs : Beth A. PFEIFFER, Auteur ; Beverly Moskowitz, Auteur ; Andrew Paoletti, Auteur Année de publication : 2015 Article en page(s) : 6904350010p1-6904350010p7 Langues : Anglais (eng) Mots-clés : Handwriting  visual motor coordination  kindergartens  measures of outcome Résumé : We determined whether a widely used assessment of visual–motor skills, the Beery–Buktenica Developmental Test of Visual–Motor Integration (VMI), is appropriate for use as an outcome measure for handwriting interventions. A two-group pretest–posttest design was used with 207 kindergarten, first-grade, and second-grade students. Two well-established handwriting measures and the VMI were administered pre- and postintervention. The intervention group participated in the Size Matters Handwriting Program for 40 sessions, and the control group received standard instruction. Paired and independent-samples t tests were used to analyze group differences. The intervention group demonstrated significant improvements on the handwriting measures, with change scores having mostly large effect sizes. We found no significant difference in change scores on the VMI, t(202) = 1.19, p = .23. Results of this study suggest that the VMI may not detect changes in handwriting related to occupational therapy intervention. Permalink : ./index.php?lvl=notice_display&id=40423 [article] Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students? [texte imprimé] / Beth A. PFEIFFER, Auteur ; Beverly Moskowitz, Auteur ; Andrew Paoletti, Auteur . - 2015 . - 6904350010p1-6904350010p7. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 69/4 (Juillet-Août 2015) . - 6904350010p1-6904350010p7 Mots-clés : Handwriting  visual motor coordination  kindergartens  measures of outcome Résumé : We determined whether a widely used assessment of visual–motor skills, the Beery–Buktenica Developmental Test of Visual–Motor Integration (VMI), is appropriate for use as an outcome measure for handwriting interventions. A two-group pretest–posttest design was used with 207 kindergarten, first-grade, and second-grade students. Two well-established handwriting measures and the VMI were administered pre- and postintervention. The intervention group participated in the Size Matters Handwriting Program for 40 sessions, and the control group received standard instruction. Paired and independent-samples t tests were used to analyze group differences. The intervention group demonstrated significant improvements on the handwriting measures, with change scores having mostly large effect sizes. We found no significant difference in change scores on the VMI, t(202) = 1.19, p = .23. Results of this study suggest that the VMI may not detect changes in handwriting related to occupational therapy intervention. Permalink : ./index.php?lvl=notice_display&id=40423

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Effect of Classroom Modification on Attention and Engagement of Students With Autism or Dyspraxia / Moya KINNEALEY in American Journal of Occupational Therapy, Vol. 66/5 (septembre-octobre 2012)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 66/5 (septembre-octobre 2012) . - p. 511-519 Titre : Effect of Classroom Modification on Attention and Engagement of Students With Autism or Dyspraxia Type de document : texte imprimé Auteurs : Moya KINNEALEY ; Beth A. PFEIFFER ; et al. ; Jennifer MILLER Année de publication : 2012 Article en page(s) : p. 511-519 Langues : Anglais (eng) Mots-clés : Autisme  Concentration  Processus apprentissage  Apraxie Résumé : Students with autism display sensory sensitivities to environmental stimuli that affect their attending and engagement in classroom learning activities. The purpose of the study was to determine whether attending of 4 male students, ages 13–20, increased after the installation of sound-absorbing walls and halogen lighting. The multiple single-subject, mixed-method design, AB(B+C), included a 2-wk baseline and two intervention phases: 2 wk after sound-absorbing wall installation using the Owens Corning Basement Finishing System™ (Owens Corning, Toledo, OH) and 2 wk after halogen light installation. We calculated nonattending frequencies from videotaped class sessions and used visual analysis to measure within-phase and between-phase characteristics. Results included increased frequency and stability of attending and engagement and improved classroom performance, comfort, and mood. Journaling provided students’ perspective on the modifications and reflected overall increased sensory comfort and themes of improved classroom environment, positive emotional response (mood), and improved classroom performance. Permalink : ./index.php?lvl=notice_display&id=14056 [article] Effect of Classroom Modification on Attention and Engagement of Students With Autism or Dyspraxia [texte imprimé] / Moya KINNEALEY ; Beth A. PFEIFFER ; et al. ; Jennifer MILLER . - 2012 . - p. 511-519. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 66/5 (septembre-octobre 2012) . - p. 511-519 Mots-clés : Autisme  Concentration  Processus apprentissage  Apraxie Résumé : Students with autism display sensory sensitivities to environmental stimuli that affect their attending and engagement in classroom learning activities. The purpose of the study was to determine whether attending of 4 male students, ages 13–20, increased after the installation of sound-absorbing walls and halogen lighting. The multiple single-subject, mixed-method design, AB(B+C), included a 2-wk baseline and two intervention phases: 2 wk after sound-absorbing wall installation using the Owens Corning Basement Finishing System™ (Owens Corning, Toledo, OH) and 2 wk after halogen light installation. We calculated nonattending frequencies from videotaped class sessions and used visual analysis to measure within-phase and between-phase characteristics. Results included increased frequency and stability of attending and engagement and improved classroom performance, comfort, and mood. Journaling provided students’ perspective on the modifications and reflected overall increased sensory comfort and themes of improved classroom environment, positive emotional response (mood), and improved classroom performance. Permalink : ./index.php?lvl=notice_display&id=14056

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Effectiveness of sensory integration interventions in children with autism spectrum disorders / Beth A. PFEIFFER in American Journal of Occupational Therapy, Vol. 65/1 (janvier-février 2011)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 65/1 (janvier-février 2011) . - p. 76-85 Titre : Effectiveness of sensory integration interventions in children with autism spectrum disorders : a pilot study Type de document : texte imprimé Auteurs : Beth A. PFEIFFER ; Kristie KOENIG ; Moya KINNEALEY ; et al. Année de publication : 2011 Article en page(s) : p. 76-85 Langues : Anglais (eng) Mots-clés : Autisme  Développement  Enfant  Psychomotricité  Sensation Résumé : The purpose of this pilot study was to establish a model for randomized controlled trial research, identify appropriate outcome measures, and address the effectiveness of sensory integration (SI) interventions in children with autism spectrum disorders (ASD). Children ages 6–12 with ASD were randomly assigned to a fine motor or SI treatment group. Pretests and posttests measured social responsiveness, sensory processing, functional motor skills, and social–emotional factors. Results identified significant positive changes in Goal Attainment Scaling scores for both groups; more significant changes occurred in the SI group, and a significant decrease in autistic mannerisms occurred in the SI group. No other results were significant. The study discusses considerations for designing future outcome studies for children with ASD. Permalink : ./index.php?lvl=notice_display&id=14080 [article] Effectiveness of sensory integration interventions in children with autism spectrum disorders : a pilot study [texte imprimé] / Beth A. PFEIFFER ; Kristie KOENIG ; Moya KINNEALEY ; et al. . - 2011 . - p. 76-85. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 65/1 (janvier-février 2011) . - p. 76-85 Mots-clés : Autisme  Développement  Enfant  Psychomotricité  Sensation Résumé : The purpose of this pilot study was to establish a model for randomized controlled trial research, identify appropriate outcome measures, and address the effectiveness of sensory integration (SI) interventions in children with autism spectrum disorders (ASD). Children ages 6–12 with ASD were randomly assigned to a fine motor or SI treatment group. Pretests and posttests measured social responsiveness, sensory processing, functional motor skills, and social–emotional factors. Results identified significant positive changes in Goal Attainment Scaling scores for both groups; more significant changes occurred in the SI group, and a significant decrease in autistic mannerisms occurred in the SI group. No other results were significant. The study discusses considerations for designing future outcome studies for children with ASD. Permalink : ./index.php?lvl=notice_display&id=14080

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