Dépouillements

Évaluation de l’écriture manuelle d’élèves franco-québécois au début du primaire / Mélanie Couture in Canadian Journal of Occupational Therapy, 83(5) (Décembre 2016)

Public ISBD [article]  inCanadian Journal of Occupational Therapy > 83(5) (Décembre 2016) . - p. 269-280 Titre : Évaluation de l’écriture manuelle d’élèves franco-québécois au début du primaire Type de document : texte imprimé Auteurs : Mélanie Couture ; Marie-France Morin ; Mélissa Coallier ; [et al...] Année de publication : 2016 Article en page(s) : p. 269-280 Langues : Français (fre) Mots-clés : ergothérapie  enfant  évaluation  écriture manuelle Résumé : Background. Reasons for referring school-age children to occupational therapy mainly relate to handwriting problems. However, there are no validated tools or reference values for assessing handwriting in francophone children in Canada. Purpose. This study aimed to adapt and validate the writing tasks described in an English Canadian handwriting assessment protocol and to develop reference values for handwriting speed for francophone children. Method. Three writing tasks from the Handwriting Assessment Protocol–2nd Edition (near-point and far-point copying and dictation) were adapted for Québec French children and administered to 141 Grade 1 (n = 73) and Grade 2 (n = 68) students. Findings. Reference values for handwriting speed were obtained for near point and far point copying tasks. Implications. This adapted protocol and these reference values for speed will improve occupational therapy handwriting assessments for the target population. Permalink : ./index.php?lvl=notice_display&id=47796 [article] Évaluation de l’écriture manuelle d’élèves franco-québécois au début du primaire [texte imprimé] / Mélanie Couture ; Marie-France Morin ; Mélissa Coallier ; [et al...] . - 2016 . - p. 269-280. Langues : Français (fre) in Canadian Journal of Occupational Therapy > 83(5) (Décembre 2016) . - p. 269-280 Mots-clés : ergothérapie  enfant  évaluation  écriture manuelle Résumé : Background. Reasons for referring school-age children to occupational therapy mainly relate to handwriting problems. However, there are no validated tools or reference values for assessing handwriting in francophone children in Canada. Purpose. This study aimed to adapt and validate the writing tasks described in an English Canadian handwriting assessment protocol and to develop reference values for handwriting speed for francophone children. Method. Three writing tasks from the Handwriting Assessment Protocol–2nd Edition (near-point and far-point copying and dictation) were adapted for Québec French children and administered to 141 Grade 1 (n = 73) and Grade 2 (n = 68) students. Findings. Reference values for handwriting speed were obtained for near point and far point copying tasks. Implications. This adapted protocol and these reference values for speed will improve occupational therapy handwriting assessments for the target population. Permalink : ./index.php?lvl=notice_display&id=47796

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Empowerment and occupation: A new perspective / Karen Whalley Hammell in Canadian Journal of Occupational Therapy, 83(5) (Décembre 2016)

Public ISBD [article]  inCanadian Journal of Occupational Therapy > 83(5) (Décembre 2016) . - p. 281-287 Titre : Empowerment and occupation: A new perspective Titre original : Autonomisation et occupation : une nouvelle perspective Type de document : texte imprimé Auteurs : Karen Whalley Hammell Année de publication : 2016 Article en page(s) : p. 281-287 Langues : Anglais (eng) Mots-clés : capacité  droits humains  ergothérapie  théorie Résumé : Background. The idea of empowerment permeates the occupational therapy literature yet has received little critical reflection from occupational therapy’s theorists. Purpose. This paper aims to explore the concept of empowerment and highlight a recent definition that resonates with occupational therapists’ core values. Key Issues. Empowerment is generally understood to be a process of bestowing power and giving ability to someone deficient in both. However, a new definition provides a framework for understanding how empowerment might enhance people’s capabilities. Implications. The World Bank’s depiction of empowerment fits well with occupational therapists’ beliefs in the importance of the ability and opportunity to “do,” providing a framework for action. This framework focuses on people’s capabilities: their freedom—or opportunity—to choose what they wish to do and to be and their ability to act on these wishes. Moreover, the World Bank’s assertion that empowered people have freedom of both choice and action suggests empowerment is a relevant concept for occupational therapists. Permalink : ./index.php?lvl=notice_display&id=47797 [article] Empowerment and occupation: A new perspective = Autonomisation et occupation : une nouvelle perspective [texte imprimé] / Karen Whalley Hammell . - 2016 . - p. 281-287. Langues : Anglais (eng) in Canadian Journal of Occupational Therapy > 83(5) (Décembre 2016) . - p. 281-287 Mots-clés : capacité  droits humains  ergothérapie  théorie Résumé : Background. The idea of empowerment permeates the occupational therapy literature yet has received little critical reflection from occupational therapy’s theorists. Purpose. This paper aims to explore the concept of empowerment and highlight a recent definition that resonates with occupational therapists’ core values. Key Issues. Empowerment is generally understood to be a process of bestowing power and giving ability to someone deficient in both. However, a new definition provides a framework for understanding how empowerment might enhance people’s capabilities. Implications. The World Bank’s depiction of empowerment fits well with occupational therapists’ beliefs in the importance of the ability and opportunity to “do,” providing a framework for action. This framework focuses on people’s capabilities: their freedom—or opportunity—to choose what they wish to do and to be and their ability to act on these wishes. Moreover, the World Bank’s assertion that empowered people have freedom of both choice and action suggests empowerment is a relevant concept for occupational therapists. Permalink : ./index.php?lvl=notice_display&id=47797

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Beyond research literature: Occupational therapists’ perspectives on and uses of “evidence” in everyday practice / Deborah A. Dougherty in Canadian Journal of Occupational Therapy, 83(5) (Décembre 2016)

Public ISBD [article]  inCanadian Journal of Occupational Therapy > 83(5) (Décembre 2016) . - p. 288-296 Titre : Beyond research literature: Occupational therapists’ perspectives on and uses of “evidence” in everyday practice Titre original : Au-delà de la littérature scientifique : Les perspectives des ergothérapeutes sur les « faits probants » et leur usage dans la pratique quotidienne Type de document : texte imprimé Auteurs : Deborah A. Dougherty ; Susan E. Toth-Cohen ; George Tomlin Année de publication : 2016 Article en page(s) : p. 288-296 Langues : Anglais (eng) Mots-clés : ergothérapie  pratique centrée sur le client  pratique fondée sur les faits probants  raisonnement clinique  recherche qualitative Résumé : Background. Recent literature in evidence-based practice indicates that evidence is defined differently from practice and research perspectives. However, few published works address therapists’ perspectives of the nature and use of evidence in everyday practice. Purpose. This study describes the definition, types, and use of evidence from the perspective of six school-based occupational therapists. Method. Data were collected through focus groups and participant-submitted documentation and analyzed using qualitative and quantitative content analysis. Findings. Two categories of evidence emerged: internalized evidence and evidence gathered during the intervention process. Clinical reasoning, identified as a key skill in evidence-based practice, supported the synthesis of therapist internalized evidence with “in-the-moment” evidence gathered from activity, contextual, and occupational analyses of the client. Implications. The findings support current literature that has suggested expanding the definition of evidence (i.e., more than research findings alone). Further investigation of evidence building in practice may help in constructing a more inclusive professional culture of evidence-based practice. Permalink : ./index.php?lvl=notice_display&id=47798 [article] Beyond research literature: Occupational therapists’ perspectives on and uses of “evidence” in everyday practice = Au-delà de la littérature scientifique : Les perspectives des ergothérapeutes sur les « faits probants » et leur usage dans la pratique quotidienne [texte imprimé] / Deborah A. Dougherty ; Susan E. Toth-Cohen ; George Tomlin . - 2016 . - p. 288-296. Langues : Anglais (eng) in Canadian Journal of Occupational Therapy > 83(5) (Décembre 2016) . - p. 288-296 Mots-clés : ergothérapie  pratique centrée sur le client  pratique fondée sur les faits probants  raisonnement clinique  recherche qualitative Résumé : Background. Recent literature in evidence-based practice indicates that evidence is defined differently from practice and research perspectives. However, few published works address therapists’ perspectives of the nature and use of evidence in everyday practice. Purpose. This study describes the definition, types, and use of evidence from the perspective of six school-based occupational therapists. Method. Data were collected through focus groups and participant-submitted documentation and analyzed using qualitative and quantitative content analysis. Findings. Two categories of evidence emerged: internalized evidence and evidence gathered during the intervention process. Clinical reasoning, identified as a key skill in evidence-based practice, supported the synthesis of therapist internalized evidence with “in-the-moment” evidence gathered from activity, contextual, and occupational analyses of the client. Implications. The findings support current literature that has suggested expanding the definition of evidence (i.e., more than research findings alone). Further investigation of evidence building in practice may help in constructing a more inclusive professional culture of evidence-based practice. Permalink : ./index.php?lvl=notice_display&id=47798

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Participation in daily life of people with schizophrenia in comparison to the general population / Lena Lipskaya-Velikovsky in Canadian Journal of Occupational Therapy, 83(5) (Décembre 2016)

Public ISBD [article]  inCanadian Journal of Occupational Therapy > 83(5) (Décembre 2016) . - p. 297-305 Titre : Participation in daily life of people with schizophrenia in comparison to the general population Titre original : Comparaison de la participation à la vie quotidienne des personnes atteintes de schizophrénie à celle de la population générale Type de document : texte imprimé Auteurs : Lena Lipskaya-Velikovsky ; Tal Jarus ; Adam Easterbrook ; Moshe Kotler Année de publication : 2016 Article en page(s) : p. 297-305 Langues : Anglais (eng) Mots-clés : activité de la vie quotidienne  occupation  santé mentale  socialisation Résumé : Background. Participation in occupations is a basic human right. Although people with schizophrenia commonly experience restrictions in participation, there is a paucity of research in this area. Purpose. This study aimed to compare the participation patterns of people with schizophrenia to people without mental illness (control group). Method. A total of 140 people of similar age and sex completed the Adults Subjective Assessment of Participation and provided demographic and health-related data. Findings. People with schizophrenia tend to participate in fewer activities and to participate alone. However, they participate with similar intensity as those in the control group. Implications. The participation patterns of people with schizophrenia are both unique and similar to those of the general population. The differences in participation raise concerns due to signs of restriction and social exclusion. However, it appears that people with schizophrenia benefit from occupation and community-based services that promote and support participation with others in diverse activities. Permalink : ./index.php?lvl=notice_display&id=47799 [article] Participation in daily life of people with schizophrenia in comparison to the general population = Comparaison de la participation à la vie quotidienne des personnes atteintes de schizophrénie à celle de la population générale [texte imprimé] / Lena Lipskaya-Velikovsky ; Tal Jarus ; Adam Easterbrook ; Moshe Kotler . - 2016 . - p. 297-305. Langues : Anglais (eng) in Canadian Journal of Occupational Therapy > 83(5) (Décembre 2016) . - p. 297-305 Mots-clés : activité de la vie quotidienne  occupation  santé mentale  socialisation Résumé : Background. Participation in occupations is a basic human right. Although people with schizophrenia commonly experience restrictions in participation, there is a paucity of research in this area. Purpose. This study aimed to compare the participation patterns of people with schizophrenia to people without mental illness (control group). Method. A total of 140 people of similar age and sex completed the Adults Subjective Assessment of Participation and provided demographic and health-related data. Findings. People with schizophrenia tend to participate in fewer activities and to participate alone. However, they participate with similar intensity as those in the control group. Implications. The participation patterns of people with schizophrenia are both unique and similar to those of the general population. The differences in participation raise concerns due to signs of restriction and social exclusion. However, it appears that people with schizophrenia benefit from occupation and community-based services that promote and support participation with others in diverse activities. Permalink : ./index.php?lvl=notice_display&id=47799

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The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada? / Ted Brown in Canadian Journal of Occupational Therapy, 83(5) (Décembre 2016)

Public ISBD [article]  inCanadian Journal of Occupational Therapy > 83(5) (Décembre 2016) . - p. 306-316 Titre : The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada? Titre original : Le doctorat clinique menant à l’entrée en exercice de l’ergothérapie : la nouvelle vague de changement en enseignement au Canada? Type de document : texte imprimé Auteurs : Ted Brown ; Jeffrey L. Crabtree ; Joe Wells ; Keli Mu Année de publication : 2016 Article en page(s) : p. 306-316 Langues : Anglais (eng) Mots-clés : enseignement  formation professionelle  ergothérapie Résumé : Background. Currently, Canada and the United States are the only two countries that mandate entry to the occupational therapy profession at the master’s level. There was a recommendation considered by the American Occupational Therapy Association that by 2025 all education programs would move to the clinical doctorate level. In August 2015, the Accreditation Council for Occupational Therapy Education made the formal decision that for now, the entry-level qualification for occupational therapists in the United States will remain at both the master’s and clinical doctorate levels. Purpose. This article presents an overview of the types of doctorates available, the pros and cons of moving to the clinical doctorate, and some potential questions that will need to be considered. Key issues. Is the next step in the educational progression of occupational therapy in Canada the entry-level clinical doctorate? What are the potential implications for the profession, our clients, and funders? Implications. Further discourse and investigation of this issue is needed. Permalink : ./index.php?lvl=notice_display&id=47800 [article] The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada? = Le doctorat clinique menant à l’entrée en exercice de l’ergothérapie : la nouvelle vague de changement en enseignement au Canada? [texte imprimé] / Ted Brown ; Jeffrey L. Crabtree ; Joe Wells ; Keli Mu . - 2016 . - p. 306-316. Langues : Anglais (eng) in Canadian Journal of Occupational Therapy > 83(5) (Décembre 2016) . - p. 306-316 Mots-clés : enseignement  formation professionelle  ergothérapie Résumé : Background. Currently, Canada and the United States are the only two countries that mandate entry to the occupational therapy profession at the master’s level. There was a recommendation considered by the American Occupational Therapy Association that by 2025 all education programs would move to the clinical doctorate level. In August 2015, the Accreditation Council for Occupational Therapy Education made the formal decision that for now, the entry-level qualification for occupational therapists in the United States will remain at both the master’s and clinical doctorate levels. Purpose. This article presents an overview of the types of doctorates available, the pros and cons of moving to the clinical doctorate, and some potential questions that will need to be considered. Key issues. Is the next step in the educational progression of occupational therapy in Canada the entry-level clinical doctorate? What are the potential implications for the profession, our clients, and funders? Implications. Further discourse and investigation of this issue is needed. Permalink : ./index.php?lvl=notice_display&id=47800

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Interrater reliability of Western University’s on-road assessment / Sherrilene Classen in Canadian Journal of Occupational Therapy, 83(5) (Décembre 2016)

Public ISBD [article]  inCanadian Journal of Occupational Therapy > 83(5) (Décembre 2016) . - p. 317-325 Titre : Interrater reliability of Western University’s on-road assessment Titre original : Fiabilité interévaluateurs de l’examen pratique de conduite de la Western University Type de document : texte imprimé Auteurs : Sherrilene Classen ; Sarah Krasniuk ; Melissa Knott ; [et al...] Année de publication : 2016 Article en page(s) : p. 317-325 Langues : Anglais (eng) Mots-clés : aptitude à conduire  conducteurs à risque sur le plan médical  conduite automobile  sclérose en plaques Résumé : Background. Little empirical support exists for interrater reliability between evaluators from different backgrounds when assessing on-road outcomes of drivers. Purpose. We quantified interrater reliability of on-road outcomes between a certified driving school instructor (DI) and an occupational therapist and certified driver rehabilitation specialist (CDRS). Method. Both raters used the Global Rating Score (GRS) with two levels (pass, fail), the GRS with four levels (pass, pass with recommendations, fail remediable, fail), and the priority error rating score (PERS; most frequently occurring on-road errors in priority order) to assess 35 drivers (age, M = 48.31 years, SD = 9.76 years; 40% male; 86% with multiple sclerosis). Findings. The DI and occupational therapist CDRS had excellent agreement on the GRS with two levels (κ = .892, p < .0001), GRS with four levels (κ = .952, p < .0001), and the PERS (κ = .847–.902, p < .0001), indicating interrater reliability. Implications. This research contributes to empirical support for the on-road assessment. Permalink : ./index.php?lvl=notice_display&id=47801 [article] Interrater reliability of Western University’s on-road assessment = Fiabilité interévaluateurs de l’examen pratique de conduite de la Western University [texte imprimé] / Sherrilene Classen ; Sarah Krasniuk ; Melissa Knott ; [et al...] . - 2016 . - p. 317-325. Langues : Anglais (eng) in Canadian Journal of Occupational Therapy > 83(5) (Décembre 2016) . - p. 317-325 Mots-clés : aptitude à conduire  conducteurs à risque sur le plan médical  conduite automobile  sclérose en plaques Résumé : Background. Little empirical support exists for interrater reliability between evaluators from different backgrounds when assessing on-road outcomes of drivers. Purpose. We quantified interrater reliability of on-road outcomes between a certified driving school instructor (DI) and an occupational therapist and certified driver rehabilitation specialist (CDRS). Method. Both raters used the Global Rating Score (GRS) with two levels (pass, fail), the GRS with four levels (pass, pass with recommendations, fail remediable, fail), and the priority error rating score (PERS; most frequently occurring on-road errors in priority order) to assess 35 drivers (age, M = 48.31 years, SD = 9.76 years; 40% male; 86% with multiple sclerosis). Findings. The DI and occupational therapist CDRS had excellent agreement on the GRS with two levels (κ = .892, p < .0001), GRS with four levels (κ = .952, p < .0001), and the PERS (κ = .847–.902, p < .0001), indicating interrater reliability. Implications. This research contributes to empirical support for the on-road assessment. Permalink : ./index.php?lvl=notice_display&id=47801

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