Effectiveness of Work, Activities of Daily Living, Education, and Sleep Interventions for People With Autism Spectrum Disorder: A Systematic Review / Lindy L. WEAVER in American Journal of Occupational Therapy, Vol. 69/5 (Septembre-Octobre 2015)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 69/5 (Septembre-Octobre 2015) . - p.6905180020p1-6905180020p11 Titre : Effectiveness of Work, Activities of Daily Living, Education, and Sleep Interventions for People With Autism Spectrum Disorder: A Systematic Review Type de document : texte imprimé Auteurs : Lindy L. WEAVER, Auteur Année de publication : 2015 Article en page(s) : p.6905180020p1-6905180020p11 Langues : Anglais (eng) Mots-clés : Activities of daily living  autism spectrum disorder  child  instrumental activities of daily living Résumé : OBJECTIVE: To examine interventions addressing work, activities of daily living (ADLs), instrumental activities of daily living (IADLs), education, and sleep for people with autism spectrum disorder. METHOD: A total of 23 studies were identified, and 9 work-, 11 ADL/IADL-, and 3 education-related interventions were examined. No sleep studies were identified. RESULTS: Use of mobile and tablet technologies for vocational skills was supported. Support for ADL/IADL intervention is variable, with indications that Cognitive Orientation to Occupational Performance, sensory integration, and contextual interventions may increase occupational performance. Preliminary evidence suggests that daily yoga and brief exercise may improve classroom performance and behavior; group physical activities may assist with school readiness variables. Evidence for using technologies for IADLs was limited, as was evidence determining effective interventions for feeding and eating issues. CONCLUSIONS: Studies investigating interventions related to sleep are lacking. More studies are needed in all areas, presenting opportunities for the expansion of science-driven occupational therapy practice and research for people with ASD. Permalink : ./index.php?lvl=notice_display&id=40861 [article] Effectiveness of Work, Activities of Daily Living, Education, and Sleep Interventions for People With Autism Spectrum Disorder: A Systematic Review [texte imprimé] / Lindy L. WEAVER, Auteur . - 2015 . - p.6905180020p1-6905180020p11. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 69/5 (Septembre-Octobre 2015) . - p.6905180020p1-6905180020p11 Mots-clés : Activities of daily living  autism spectrum disorder  child  instrumental activities of daily living Résumé : OBJECTIVE: To examine interventions addressing work, activities of daily living (ADLs), instrumental activities of daily living (IADLs), education, and sleep for people with autism spectrum disorder. METHOD: A total of 23 studies were identified, and 9 work-, 11 ADL/IADL-, and 3 education-related interventions were examined. No sleep studies were identified. RESULTS: Use of mobile and tablet technologies for vocational skills was supported. Support for ADL/IADL intervention is variable, with indications that Cognitive Orientation to Occupational Performance, sensory integration, and contextual interventions may increase occupational performance. Preliminary evidence suggests that daily yoga and brief exercise may improve classroom performance and behavior; group physical activities may assist with school readiness variables. Evidence for using technologies for IADLs was limited, as was evidence determining effective interventions for feeding and eating issues. CONCLUSIONS: Studies investigating interventions related to sleep are lacking. More studies are needed in all areas, presenting opportunities for the expansion of science-driven occupational therapy practice and research for people with ASD. Permalink : ./index.php?lvl=notice_display&id=40861

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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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Minimal depression / Lindy L. WEAVER 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.550-555 Titre : Minimal depression : how does it relate to upper-extremity impairment and function in stroke ? Type de document : texte imprimé Auteurs : Lindy L. WEAVER ; Lynne SHEFFLER ; Stephen J. PAGE ; et al. Année de publication : 2013 Article en page(s) : p.550-555 Langues : Anglais (eng) Mots-clés : Etat dépressif  Motricité  Accident cérébrovasculaire  Membre supérieur Résumé : OBJECTIVE. We sought to determine the association between minimal depression, upper-extremity (UE) impairment, and UE motor function in a cohort of participants with subacute stroke. METHOD. We conducted a retrospective, secondary analysis of an interventional study. Correlational analyses were performed using the following outcome measures: the UE section of the Fugl-Meyer Assessment (FM), the functional ability section of the Arm Motor Ability Test (AMAT), and the Beck Depression Inventory (BDI-II). RESULTS. We found a negative correlation between BDI-II and both the FM (-.120, p = .196) and the AMAT (-.110, p = .275); however, this correlation was not statistically significant. Women exhibited higher depression scores (8.75 + 0.78) than men (6.29 + 0.46; p = .008). CONCLUSION. Low levels of depression are not associated with UE motor impairment and function in people with minimal to moderate UE disability levels. Poststroke depression occurs more frequently in women, warranting additional research on sex-specific differences. Given the proliferation of UE therapies targeting this group, this information is important for effective therapy planning and implementation. Permalink : ./index.php?lvl=notice_display&id=14147 [article] Minimal depression : how does it relate to upper-extremity impairment and function in stroke ? [texte imprimé] / Lindy L. WEAVER ; Lynne SHEFFLER ; Stephen J. PAGE ; et al. . - 2013 . - p.550-555. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 67/5 (septembre-octobre 2013) . - p.550-555 Mots-clés : Etat dépressif  Motricité  Accident cérébrovasculaire  Membre supérieur Résumé : OBJECTIVE. We sought to determine the association between minimal depression, upper-extremity (UE) impairment, and UE motor function in a cohort of participants with subacute stroke. METHOD. We conducted a retrospective, secondary analysis of an interventional study. Correlational analyses were performed using the following outcome measures: the UE section of the Fugl-Meyer Assessment (FM), the functional ability section of the Arm Motor Ability Test (AMAT), and the Beck Depression Inventory (BDI-II). RESULTS. We found a negative correlation between BDI-II and both the FM (-.120, p = .196) and the AMAT (-.110, p = .275); however, this correlation was not statistically significant. Women exhibited higher depression scores (8.75 + 0.78) than men (6.29 + 0.46; p = .008). CONCLUSION. Low levels of depression are not associated with UE motor impairment and function in people with minimal to moderate UE disability levels. Poststroke depression occurs more frequently in women, warranting additional research on sex-specific differences. Given the proliferation of UE therapies targeting this group, this information is important for effective therapy planning and implementation. Permalink : ./index.php?lvl=notice_display&id=14147

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Systematic Review of Yoga Interventions for Anxiety Reduction Among Children and Adolescents / Lindy L. WEAVER 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 : Systematic Review of Yoga Interventions for Anxiety Reduction Among Children and Adolescents Type de document : texte imprimé Auteurs : Lindy L. WEAVER ; Amy R. DARRAGH Année de publication : 2015 Langues : Anglais (eng) Mots-clés : Yoga  Trouble anxieux  Enfant  Adolescent Résumé : OBJECTIVE. Anxiety disorders are the most prevalent psychological disorders among children and youths. There is growing interest in intervention options for anxiety. Yoga is widely used in clinical, school, and community settings, but consolidated sources outlining its effectiveness in reducing anxiety are limited. METHOD. This systematic review examined the evidence base (1990–2014) for yoga interventions addressing anxiety among children and adolescents (ages 3–18 yr). RESULTS. We identified 2,147 references and found 80 articles that were eligible for full-text review. The final analysis included 16: 6 randomized controlled trials, 2 nonrandomized preintervention–postintervention control-group designs, 7 uncontrolled preintervention–postintervention studies, and 1 case study. CONCLUSION. Nearly all studies indicated reduced anxiety after a yoga intervention. However, because of the wide variety of study populations, limitations in some study designs, and variable outcome measures, further research is needed to enhance the ability to generalize and apply yoga to reduce anxiety. Permalink : ./index.php?lvl=notice_display&id=41539 [article] Systematic Review of Yoga Interventions for Anxiety Reduction Among Children and Adolescents [texte imprimé] / Lindy L. WEAVER ; Amy R. DARRAGH . - 2015. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 69/6 (novembre/décembre 2015) Mots-clés : Yoga  Trouble anxieux  Enfant  Adolescent Résumé : OBJECTIVE. Anxiety disorders are the most prevalent psychological disorders among children and youths. There is growing interest in intervention options for anxiety. Yoga is widely used in clinical, school, and community settings, but consolidated sources outlining its effectiveness in reducing anxiety are limited. METHOD. This systematic review examined the evidence base (1990–2014) for yoga interventions addressing anxiety among children and adolescents (ages 3–18 yr). RESULTS. We identified 2,147 references and found 80 articles that were eligible for full-text review. The final analysis included 16: 6 randomized controlled trials, 2 nonrandomized preintervention–postintervention control-group designs, 7 uncontrolled preintervention–postintervention studies, and 1 case study. CONCLUSION. Nearly all studies indicated reduced anxiety after a yoga intervention. However, because of the wide variety of study populations, limitations in some study designs, and variable outcome measures, further research is needed to enhance the ability to generalize and apply yoga to reduce anxiety. Permalink : ./index.php?lvl=notice_display&id=41539

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