Expanding the Implementation of the Americans With Disabilities Act for Populations With Intellectual and Developmental Disabilities: The Role of Organization-Level Occupational Therapy Consultation. / Caroline J. Umeda in American Journal of Occupational Therapy, Vol. 71/4 (2017)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 71/4 (2017) . - 6 pp. Titre : Expanding the Implementation of the Americans With Disabilities Act for Populations With Intellectual and Developmental Disabilities: The Role of Organization-Level Occupational Therapy Consultation. Type de document : texte imprimé Auteurs : Caroline J. Umeda, Auteur ; Donald J. Fogelberg, Auteur ; Tracy JIRIKOWIC, Auteur Année de publication : 2017 Article en page(s) : 6 pp. Langues : Américain (ame) Résumé : The Americans With Disabilities Act (ADA) provides standards and guidance for accessibility and accommodations that remove barriers to facilitate community social participation for individuals with disabilities. However, ADA implementation does not yet fully address the diverse access needs of people with intellectual and developmental disabilities (IDD), who continue to face barriers to community social participation. This article explores the potential for occupational therapy practitioners to provide organization-level consultation as a means of maximizing community social participation among people with IDD. Case examples of occupational therapy practitioners working with community organizations are presented to illustrate organization-level consultation that addresses access needs across diverse community contexts. The relevance of supporting community social participation within the context of health equity is discussed, and key next steps, including developing population-based outcome measures, addressing reimbursement considerations, and developing best practices for organization-level consultation, are outlined. Permalink : ./index.php?lvl=notice_display&id=49304 [article] Expanding the Implementation of the Americans With Disabilities Act for Populations With Intellectual and Developmental Disabilities: The Role of Organization-Level Occupational Therapy Consultation. [texte imprimé] / Caroline J. Umeda, Auteur ; Donald J. Fogelberg, Auteur ; Tracy JIRIKOWIC, Auteur . - 2017 . - 6 pp. Langues : Américain (ame) in American Journal of Occupational Therapy > Vol. 71/4 (2017) . - 6 pp. Résumé : The Americans With Disabilities Act (ADA) provides standards and guidance for accessibility and accommodations that remove barriers to facilitate community social participation for individuals with disabilities. However, ADA implementation does not yet fully address the diverse access needs of people with intellectual and developmental disabilities (IDD), who continue to face barriers to community social participation. This article explores the potential for occupational therapy practitioners to provide organization-level consultation as a means of maximizing community social participation among people with IDD. Case examples of occupational therapy practitioners working with community organizations are presented to illustrate organization-level consultation that addresses access needs across diverse community contexts. The relevance of supporting community social participation within the context of health equity is discussed, and key next steps, including developing population-based outcome measures, addressing reimbursement considerations, and developing best practices for organization-level consultation, are outlined. Permalink : ./index.php?lvl=notice_display&id=49304

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Functional handwriting performance in school-age children with fetal alcohol spectrum disorders / Cherie J. DUVAL-WHITE in American Journal of Occupational Therapy, Vol. 67/5 (septembre-octobre 2013)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 67/5 (septembre-octobre 2013) . - p.534-442 Titre : Functional handwriting performance in school-age children with fetal alcohol spectrum disorders Type de document : texte imprimé Auteurs : Cherie J. DUVAL-WHITE ; Tracy JIRIKOWIC ; Dianne RIOS ; et al. Année de publication : 2013 Article en page(s) : p.534-442 Langues : Anglais (eng) Mots-clés : Alcoolisme foetal  Symptôme  Développement psychomoteur  Performance Résumé : Handwriting is a critical skill for school success. Children with fetal alcohol spectrum disorders (FASD) often present with fine motor and visual-motor impairments that can affect handwriting performance, yet handwriting skills have not been systematically investigated in this clinical group. This study aimed to comprehensively describe handwriting skills in 20 school-age children with FASD. Children were tested with the Process Assessment of the Learner, 2nd Edition (PAL-II), and the Visuomotor Precision subtest of NEPSY, a developmental neuropsychological assessment. Participants performed below average on PAL-II measures of handwriting legibility and speed and on NEPSY visual-motor precision tasks. In contrast, PAL-II measures of sensorimotor skills were broadly within the average range. Results provide evidence of functional handwriting challenges for children with FASD and suggest diminished visual-motor skills and increased difficulty as task complexity increases. Future research is needed to further describe the prevalence and nature of handwriting challenges in this population. Permalink : ./index.php?lvl=notice_display&id=14111 [article] Functional handwriting performance in school-age children with fetal alcohol spectrum disorders [texte imprimé] / Cherie J. DUVAL-WHITE ; Tracy JIRIKOWIC ; Dianne RIOS ; et al. . - 2013 . - p.534-442. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 67/5 (septembre-octobre 2013) . - p.534-442 Mots-clés : Alcoolisme foetal  Symptôme  Développement psychomoteur  Performance Résumé : Handwriting is a critical skill for school success. Children with fetal alcohol spectrum disorders (FASD) often present with fine motor and visual-motor impairments that can affect handwriting performance, yet handwriting skills have not been systematically investigated in this clinical group. This study aimed to comprehensively describe handwriting skills in 20 school-age children with FASD. Children were tested with the Process Assessment of the Learner, 2nd Edition (PAL-II), and the Visuomotor Precision subtest of NEPSY, a developmental neuropsychological assessment. Participants performed below average on PAL-II measures of handwriting legibility and speed and on NEPSY visual-motor precision tasks. In contrast, PAL-II measures of sensorimotor skills were broadly within the average range. Results provide evidence of functional handwriting challenges for children with FASD and suggest diminished visual-motor skills and increased difficulty as task complexity increases. Future research is needed to further describe the prevalence and nature of handwriting challenges in this population. Permalink : ./index.php?lvl=notice_display&id=14111

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Health-Promoting Physical Activity of Children Who Use Assistive Mobility Devices / Tracy JIRIKOWIC in American Journal of Occupational Therapy, Vol. 70/5 (septembre-octobre 2016)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 70/5 (septembre-octobre 2016) Titre : Health-Promoting Physical Activity of Children Who Use Assistive Mobility Devices : A Scoping Review Type de document : texte imprimé Auteurs : Tracy JIRIKOWIC ; Cheryl I. KERFELD Année de publication : 2016 Langues : Anglais (eng) Mots-clés : Ergothérapie  Promotion santé  Enfant  Handicap physique  Obésité  Activité physique Résumé : Children with physical disabilities who use assistive mobility devices (AMDs) are at risk for obesity and other secondary health conditions. Habitual physical activity is one lifestyle factor that may prevent obesity and contribute to overall health, and an active lifestyle in childhood improves prospects for lifelong healthy behaviors. Child, family, and environmental facilitators and barriers influence health-promoting physical activity (HPPA) for children without disabilities, but comparable models and levels of understanding for children who use AMDs are lacking. In this scoping review, we identified a similar set of child, family, and environmental facilitators and barriers relevant to HPPA participation among children who use AMDs. Noted gaps in the literature included limited reporting of AMD use, inconsistent HPPA definitions, and inadequate measurement tools for children who are nonambulatory. The identified child, family, and environmental factors provide a framework for occupational therapy practitioners and interprofessional teams to develop HPPA opportunities and interventions for an underserved population. Permalink : ./index.php?lvl=notice_display&id=45637 [article] Health-Promoting Physical Activity of Children Who Use Assistive Mobility Devices : A Scoping Review [texte imprimé] / Tracy JIRIKOWIC ; Cheryl I. KERFELD . - 2016. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 70/5 (septembre-octobre 2016) Mots-clés : Ergothérapie  Promotion santé  Enfant  Handicap physique  Obésité  Activité physique Résumé : Children with physical disabilities who use assistive mobility devices (AMDs) are at risk for obesity and other secondary health conditions. Habitual physical activity is one lifestyle factor that may prevent obesity and contribute to overall health, and an active lifestyle in childhood improves prospects for lifelong healthy behaviors. Child, family, and environmental facilitators and barriers influence health-promoting physical activity (HPPA) for children without disabilities, but comparable models and levels of understanding for children who use AMDs are lacking. In this scoping review, we identified a similar set of child, family, and environmental facilitators and barriers relevant to HPPA participation among children who use AMDs. Noted gaps in the literature included limited reporting of AMD use, inconsistent HPPA definitions, and inadequate measurement tools for children who are nonambulatory. The identified child, family, and environmental factors provide a framework for occupational therapy practitioners and interprofessional teams to develop HPPA opportunities and interventions for an underserved population. Permalink : ./index.php?lvl=notice_display&id=45637

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Navigating the Hidden Curriculum of Higher Education for Postsecondary Students With Intellectual Disabilities. / Lucretia A Berg in American Journal of Occupational Therapy, Vol. 71/3 (2017)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 71/3 (2017) . - pp.1-9 Titre : Navigating the Hidden Curriculum of Higher Education for Postsecondary Students With Intellectual Disabilities. Type de document : texte imprimé Auteurs : Lucretia A Berg, Auteur ; Tracy JIRIKOWIC, Auteur ; Katie Haerling, Auteur Année de publication : 2017 Article en page(s) : pp.1-9 Langues : Américain (ame) Mots-clés : Déficience intellectuelle  Education Résumé : Students with intellectual and/or developmental disabilities (IDD) Increasingly pursue postsecondary education (PSE). Navigating the hidden curriculum--including meeting prerequisites for PSE and employment, using support systems and community transportation, and carrying out adulthood expectations--is an area of challenge. This exploratory case study examined experiences of students with IDD attending a PSE program and stakeholder perspectives. Thirty-two participants (10 students with IDD, 5 parents or guardians, 4 college administrators, 8 college instructors, 4 occupational therapists, and a transition specialist) were interviewed. Conventional content analysis revealed navigating the hidden curriculum as a key theme and three subthemes: (1) adult-based system navigation, (2) persisting challenges with adaptive behaviors, and (3) disability awareness and disclosure. Limited awareness of disability and supports and services needed for a successful PSE outcome were contributing factors. Occupational therapists have the skills to support students with IDD in skill acquisition to successfully transition to and navigate PSE and the hidden curriculum. Permalink : ./index.php?lvl=notice_display&id=49293 [article] Navigating the Hidden Curriculum of Higher Education for Postsecondary Students With Intellectual Disabilities. [texte imprimé] / Lucretia A Berg, Auteur ; Tracy JIRIKOWIC, Auteur ; Katie Haerling, Auteur . - 2017 . - pp.1-9. Langues : Américain (ame) in American Journal of Occupational Therapy > Vol. 71/3 (2017) . - pp.1-9 Mots-clés : Déficience intellectuelle  Education Résumé : Students with intellectual and/or developmental disabilities (IDD) Increasingly pursue postsecondary education (PSE). Navigating the hidden curriculum--including meeting prerequisites for PSE and employment, using support systems and community transportation, and carrying out adulthood expectations--is an area of challenge. This exploratory case study examined experiences of students with IDD attending a PSE program and stakeholder perspectives. Thirty-two participants (10 students with IDD, 5 parents or guardians, 4 college administrators, 8 college instructors, 4 occupational therapists, and a transition specialist) were interviewed. Conventional content analysis revealed navigating the hidden curriculum as a key theme and three subthemes: (1) adult-based system navigation, (2) persisting challenges with adaptive behaviors, and (3) disability awareness and disclosure. Limited awareness of disability and supports and services needed for a successful PSE outcome were contributing factors. Occupational therapists have the skills to support students with IDD in skill acquisition to successfully transition to and navigate PSE and the hidden curriculum. Permalink : ./index.php?lvl=notice_display&id=49293

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