Interventions to Promote Diabetes Self-Management in Children and Youth: A Scoping Review / Susan M. CAHILL 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 : Interventions to Promote Diabetes Self-Management in Children and Youth: A Scoping Review Type de document : texte imprimé Auteurs : Susan M. CAHILL ; Katie M. POLO ; Brad E. EGAN ; et al. Année de publication : 2016 Langues : Anglais (eng) Mots-clés : Ergothérapie  Diabète  Soins autogérés  Enfant  Adolescent  Relation parent enfant  Travail équipe Résumé : As children and youth with diabetes grow up, they become increasingly responsible for controlling and monitoring their condition. We conducted a scoping review to explore the research literature on self-management interventions for children and youth with diabetes. Eleven studies met the inclusion criteria. Some of the studies reviewed combined the participant population so that children with Type 1 as well as children with Type 2 diabetes were included. The majority of the studies focused on children age 14 yr or older and provided self-management education, self-management support, or both. Parent involvement was a key component of the majority of the interventions, and the use of technology was evident in 3 studies. The findings highlight factors that occupational therapy practitioners should consider when working with pediatric diabetes teams to select self-management interventions. Permalink : ./index.php?lvl=notice_display&id=45639 [article] Interventions to Promote Diabetes Self-Management in Children and Youth: A Scoping Review [texte imprimé] / Susan M. CAHILL ; Katie M. POLO ; Brad E. EGAN ; et al. . - 2016. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 70/5 (septembre-octobre 2016) Mots-clés : Ergothérapie  Diabète  Soins autogérés  Enfant  Adolescent  Relation parent enfant  Travail équipe Résumé : As children and youth with diabetes grow up, they become increasingly responsible for controlling and monitoring their condition. We conducted a scoping review to explore the research literature on self-management interventions for children and youth with diabetes. Eleven studies met the inclusion criteria. Some of the studies reviewed combined the participant population so that children with Type 1 as well as children with Type 2 diabetes were included. The majority of the studies focused on children age 14 yr or older and provided self-management education, self-management support, or both. Parent involvement was a key component of the majority of the interventions, and the use of technology was evident in 3 studies. The findings highlight factors that occupational therapy practitioners should consider when working with pediatric diabetes teams to select self-management interventions. Permalink : ./index.php?lvl=notice_display&id=45639

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National Survey of Occupational Therapy Practitioners’ Involvement in Response to Intervention / Susan M. CAHILL 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) Titre : National Survey of Occupational Therapy Practitioners’ Involvement in Response to Intervention Type de document : texte imprimé Auteurs : Susan M. CAHILL ; Beatriz MCGUIRE Année de publication : 2014 Langues : Anglais (eng) Mots-clés : Ergothérapeute  Formation  Enquête Résumé : OBJECTIVE. We sought to describe occupational therapy practitioners’ perceived levels of preparedness for and involvement in school-based Response to Intervention (RtI) initiatives. METHOD. We mailed a survey to a random sample of 1,000 practitioners from the American Occupational Therapy Association’s Early Intervention and School Systems Special Interest Section. RESULTS. Of 295 returned surveys (29.9% response rate), 19 were excluded because of missing or incomplete data. Three-quarters of respondents (77.6%) reported that their districts implemented RtI. Two-thirds of respondents (66.3%) indicated that lack of resources limited their involvement in RtI; two-thirds (67%) said that district guidelines that describe expectations for practitioners’ involvement would help increase their participation. Many respondents cited the need for continuing education and supported moving from a caseload to a workload model. CONCLUSION. Occupational therapy practitioners would benefit from specific district guidelines outlining the services they are able to provide within the context of RtI. Note de contenu : Online only Permalink : ./index.php?lvl=notice_display&id=34408 [article] National Survey of Occupational Therapy Practitioners’ Involvement in Response to Intervention [texte imprimé] / Susan M. CAHILL ; Beatriz MCGUIRE . - 2014. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 68/6 (novembre/décembre 2014) Mots-clés : Ergothérapeute  Formation  Enquête Résumé : OBJECTIVE. We sought to describe occupational therapy practitioners’ perceived levels of preparedness for and involvement in school-based Response to Intervention (RtI) initiatives. METHOD. We mailed a survey to a random sample of 1,000 practitioners from the American Occupational Therapy Association’s Early Intervention and School Systems Special Interest Section. RESULTS. Of 295 returned surveys (29.9% response rate), 19 were excluded because of missing or incomplete data. Three-quarters of respondents (77.6%) reported that their districts implemented RtI. Two-thirds of respondents (66.3%) indicated that lack of resources limited their involvement in RtI; two-thirds (67%) said that district guidelines that describe expectations for practitioners’ involvement would help increase their participation. Many respondents cited the need for continuing education and supported moving from a caseload to a workload model. CONCLUSION. Occupational therapy practitioners would benefit from specific district guidelines outlining the services they are able to provide within the context of RtI. Note de contenu : Online only Permalink : ./index.php?lvl=notice_display&id=34408

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Results of a School-Based Evidence-Based Practice Initiative / Susan M. CAHILL in American Journal of Occupational Therapy, Vol. 69/2 (Mars/Avril 2015)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 69/2 (Mars/Avril 2015) . - p.1-5 Titre : Results of a School-Based Evidence-Based Practice Initiative Type de document : texte imprimé Auteurs : Susan M. CAHILL, Auteur ; Brad E. Egan, Auteur ; Minetta Wallingford, Auteur Année de publication : 2015 Article en page(s) : p.1-5 Langues : Anglais (eng) Mots-clés : Ergothérapie  Compétence  Formation  Médecine fondée sur les preuves  PreuveEducation/continuing  Evidence-based practice  Occupational therapy  Professional competence  School health services Résumé : OBJECTIVE. To investigate the effects of a 17-mo initiative designed to increase practitioners’ knowledge and skills related to evidence-based practice (EBP) in the schools. METHOD. We evaluated participants’ EBP knowledge and skills at pretest and posttest using the Adapted Fresno Test (AFT) and collected their perceptions through a survey. RESULTS. Participants demonstrated significant improvements in their EBP knowledge and skills after participating in this initiative as measured by changes in AFT scores. A significant difference was noted in scores between pretest (μ = 43.9, SD = 32.67) and posttest (μ = 74.66, SD = 33.99), t(28) = −5.645, p < .001. CONCLUSION. This initiative was influential in increasing school-based practitioners’ EBP knowledge and skills. Permalink : ./index.php?lvl=notice_display&id=35867 [article] Results of a School-Based Evidence-Based Practice Initiative [texte imprimé] / Susan M. CAHILL, Auteur ; Brad E. Egan, Auteur ; Minetta Wallingford, Auteur . - 2015 . - p.1-5. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 69/2 (Mars/Avril 2015) . - p.1-5 Mots-clés : Ergothérapie  Compétence  Formation  Médecine fondée sur les preuves  PreuveEducation/continuing  Evidence-based practice  Occupational therapy  Professional competence  School health services Résumé : OBJECTIVE. To investigate the effects of a 17-mo initiative designed to increase practitioners’ knowledge and skills related to evidence-based practice (EBP) in the schools. METHOD. We evaluated participants’ EBP knowledge and skills at pretest and posttest using the Adapted Fresno Test (AFT) and collected their perceptions through a survey. RESULTS. Participants demonstrated significant improvements in their EBP knowledge and skills after participating in this initiative as measured by changes in AFT scores. A significant difference was noted in scores between pretest (μ = 43.9, SD = 32.67) and posttest (μ = 74.66, SD = 33.99), t(28) = −5.645, p < .001. CONCLUSION. This initiative was influential in increasing school-based practitioners’ EBP knowledge and skills. Permalink : ./index.php?lvl=notice_display&id=35867

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