Development and validity of the Arabic Handwriting Assessment for elementary school students / Abeer Salameh-Matar in The British Journal of Occupational Therapy, Vol.79 N°4 (April 2016)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Vol.79 N°4 (April 2016) . - p. 212-219 Titre : Development and validity of the Arabic Handwriting Assessment for elementary school students Type de document : texte imprimé Auteurs : Abeer Salameh-Matar ; Nasir Basal ; Baraah Nashef-Tali ; Naomi Weintraub Année de publication : 2016 Article en page(s) : p. 212-219 Langues : Anglais (eng) Mots-clés : écriture  évaluation  langage  enseignement primaire  fiabilité  validité Résumé : Introduction Assessing handwriting performance is important for developing effective intervention programmes. We describe the development of the Arabic Handwriting Assessment for elementary school students (A-HAT) and its initial psychometric properties. In its development, the unique characteristic of the Arabic orthography played an important role. Method The A-HAT evolved through two stages: constructing the assessment and establishing content validity, and examining its feasibility and initial psychometric properties. The study included 114 normally achieving students in second (n = 54, Mage = 7.79, SD = 0.31) and fourth grades (n = 60, Mage = 9.86, SD = 0.40), whose mother tongue was Arabic. Students were administered the A-HAT, including copying a paragraph and writing to dictation tasks, in small groups. Results Speed and legibility improved from second to fourth grades, in both the copying and dictation tasks. Girls were found to write more legibly than the boys in the dictation task. Finally, medium to high test–retest and inter-rater reliability were found. Conclusion This study emphasises the importance of considering the unique orthography of a language in the development of a handwriting assessment. In addition, the results indicate that the A-HAT is a promising measure that may assist educators and clinicians in assessing the Arabic handwriting performance of students in lower elementary school. Permalink : ./index.php?lvl=notice_display&id=45757 [article] Development and validity of the Arabic Handwriting Assessment for elementary school students [texte imprimé] / Abeer Salameh-Matar ; Nasir Basal ; Baraah Nashef-Tali ; Naomi Weintraub . - 2016 . - p. 212-219. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Vol.79 N°4 (April 2016) . - p. 212-219 Mots-clés : écriture  évaluation  langage  enseignement primaire  fiabilité  validité Résumé : Introduction Assessing handwriting performance is important for developing effective intervention programmes. We describe the development of the Arabic Handwriting Assessment for elementary school students (A-HAT) and its initial psychometric properties. In its development, the unique characteristic of the Arabic orthography played an important role. Method The A-HAT evolved through two stages: constructing the assessment and establishing content validity, and examining its feasibility and initial psychometric properties. The study included 114 normally achieving students in second (n = 54, Mage = 7.79, SD = 0.31) and fourth grades (n = 60, Mage = 9.86, SD = 0.40), whose mother tongue was Arabic. Students were administered the A-HAT, including copying a paragraph and writing to dictation tasks, in small groups. Results Speed and legibility improved from second to fourth grades, in both the copying and dictation tasks. Girls were found to write more legibly than the boys in the dictation task. Finally, medium to high test–retest and inter-rater reliability were found. Conclusion This study emphasises the importance of considering the unique orthography of a language in the development of a handwriting assessment. In addition, the results indicate that the A-HAT is a promising measure that may assist educators and clinicians in assessing the Arabic handwriting performance of students in lower elementary school. Permalink : ./index.php?lvl=notice_display&id=45757

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Effectiveness of the Co-PID for Students With Moderate Intellectual Disability. / Efrat Selanikyo in American Journal of Occupational Therapy, Vol. 72/2 (March/April 2018)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 72/2 (March/April 2018) . - pp.1-10 Titre : Effectiveness of the Co-PID for Students With Moderate Intellectual Disability. Type de document : texte imprimé Auteurs : Efrat Selanikyo, Auteur ; Naomi Weintraub, Auteur ; Shira Yalon-Chamovitz, Auteur Année de publication : 2018 Article en page(s) : pp.1-10 Langues : Américain (ame) Mots-clés : Déficience intellectuelle  Personnes handicapées  Étudiants  Enseignement Résumé : OBJECTIVE. We aimed to corroborate the effectiveness of the Collaborative Consultation for Participation of Students With Intellectual Disability (Co-PID), intended for enhancing participation in classroom-related activities. METHOD. The study took place in two special education schools and included students with moderate intellectual and developmental disabilities ages 7-20 yr. The schools were randomly assigned to intervention (Co-PID; n = 28 students, n = 4 teachers) and control (In-Service [IS]; n = 32 students, n = 7 teachers) groups. Participation was evaluated at pre- and posttest of an 8-mo intervention. RESULTS. The Co-PID improved students' ability to choose among provided options. Additionally, the Co-PID group achieved more goals (measured by goal attainment scaling) than the IS group in all participation areas, and their enhanced participation transferred to other school environments (as measured by the School Function Assessment). CONCLUSION. The Co-PID was found to be an effective program for enhancing classroom and school participation. Permalink : ./index.php?lvl=notice_display&id=60746 [article] Effectiveness of the Co-PID for Students With Moderate Intellectual Disability. [texte imprimé] / Efrat Selanikyo, Auteur ; Naomi Weintraub, Auteur ; Shira Yalon-Chamovitz, Auteur . - 2018 . - pp.1-10. Langues : Américain (ame) in American Journal of Occupational Therapy > Vol. 72/2 (March/April 2018) . - pp.1-10 Mots-clés : Déficience intellectuelle  Personnes handicapées  Étudiants  Enseignement Résumé : OBJECTIVE. We aimed to corroborate the effectiveness of the Collaborative Consultation for Participation of Students With Intellectual Disability (Co-PID), intended for enhancing participation in classroom-related activities. METHOD. The study took place in two special education schools and included students with moderate intellectual and developmental disabilities ages 7-20 yr. The schools were randomly assigned to intervention (Co-PID; n = 28 students, n = 4 teachers) and control (In-Service [IS]; n = 32 students, n = 7 teachers) groups. Participation was evaluated at pre- and posttest of an 8-mo intervention. RESULTS. The Co-PID improved students' ability to choose among provided options. Additionally, the Co-PID group achieved more goals (measured by goal attainment scaling) than the IS group in all participation areas, and their enhanced participation transferred to other school environments (as measured by the School Function Assessment). CONCLUSION. The Co-PID was found to be an effective program for enhancing classroom and school participation. Permalink : ./index.php?lvl=notice_display&id=60746

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Effectiveness of the Community–Academia Student Tutoring (CAST) program in enhancing students’ practice placement readiness / Miri Tal Saban in The British Journal of Occupational Therapy, Vol. 85 Issue 4 (Avril 2019)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Vol. 85 Issue 4 (Avril 2019) . - p. 220-226 Titre : Effectiveness of the Community–Academia Student Tutoring (CAST) program in enhancing students’ practice placement readiness Type de document : texte imprimé Auteurs : Miri Tal Saban ; Naomi Weintraub Année de publication : 2019 Article en page(s) : p. 220-226 Note générale : doi.org/10.1177/0308022618800179 Langues : Anglais (eng) Mots-clés : Practice education  practice placement  students’ self-perception  anxiety  community service learning  occupational therapy Résumé : Introduction Occupational therapy programs include practice education, which is a vital aspect of professional practice preparation. We evaluated the effectiveness of the Community–Academia Student Tutoring program for enhancing occupational therapy students’ perceived readiness for their practice placement, thus reducing their feelings of anxiety. Method The study included 84 first-year undergraduate occupational therapy students aged 21–35 years, of whom 43 participated in the Community–Academia Student Tutoring group program and the rest comprised the control group. Participants completed the Student Self-Competency and Readiness for Fieldwork questionnaire prior to their first practice placement. Findings Anxiety was related to the Student Self-Competency and Readiness for Fieldwork’s components and total score. The Community–Academia Student Tutoring group scored significantly higher (p < .05) than the controls in the Evaluation and Communication with Patients components of the questionnaire, after controlling for anxiety level. Implications It appears that it is possible to enhance students’ readiness for their practice placement through a structured and intensive community-based mentoring program that is guided by faculty and includes activities of briefing and debriefing, such as the Community–Academia Student Tutoring program. Permalink : ./index.php?lvl=notice_display&id=80407 [article] Effectiveness of the Community–Academia Student Tutoring (CAST) program in enhancing students’ practice placement readiness [texte imprimé] / Miri Tal Saban ; Naomi Weintraub . - 2019 . - p. 220-226. doi.org/10.1177/0308022618800179 Langues : Anglais (eng) in The British Journal of Occupational Therapy > Vol. 85 Issue 4 (Avril 2019) . - p. 220-226 Mots-clés : Practice education  practice placement  students’ self-perception  anxiety  community service learning  occupational therapy Résumé : Introduction Occupational therapy programs include practice education, which is a vital aspect of professional practice preparation. We evaluated the effectiveness of the Community–Academia Student Tutoring program for enhancing occupational therapy students’ perceived readiness for their practice placement, thus reducing their feelings of anxiety. Method The study included 84 first-year undergraduate occupational therapy students aged 21–35 years, of whom 43 participated in the Community–Academia Student Tutoring group program and the rest comprised the control group. Participants completed the Student Self-Competency and Readiness for Fieldwork questionnaire prior to their first practice placement. Findings Anxiety was related to the Student Self-Competency and Readiness for Fieldwork’s components and total score. The Community–Academia Student Tutoring group scored significantly higher (p < .05) than the controls in the Evaluation and Communication with Patients components of the questionnaire, after controlling for anxiety level. Implications It appears that it is possible to enhance students’ readiness for their practice placement through a structured and intensive community-based mentoring program that is guided by faculty and includes activities of briefing and debriefing, such as the Community–Academia Student Tutoring program. Permalink : ./index.php?lvl=notice_display&id=80407

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Efficacy of a Crisis Intervention in Improving Mother–Child Interaction and Children’s Play Functioning / Amiya WALDMAN-LEVY in American Journal of Occupational Therapy, Vol. 69/1 (janvier-février 2015)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 69/1 (janvier-février 2015) Titre : Efficacy of a Crisis Intervention in Improving Mother–Child Interaction and Children’s Play Functioning Type de document : texte imprimé Auteurs : Amiya WALDMAN-LEVY ; Naomi Weintraub Année de publication : 2015 Langues : Anglais (eng) Mots-clés : Relation mère enfant  Jeu  Violence domestique Résumé : OBJECTIVE. We examined the efficacy of a crisis-based intervention in improving mother–child interaction and children’s play functioning for families who had experienced domestic violence. METHOD. Using a pretest–posttest two-group control study design, we assigned the intervention group (n = 20 mother–child dyads) to the Family Intervention for Improving Occupational Performance (FI–OP) program and the control group (n = 17 dyads) to a playroom program. Both programs consisted of eight 30-min sessions. We videotaped dyads during free play and used standardized tools to assess interactions, play skills, and playfulness. RESULTS. After the intervention, mother–child interaction was significantly better in the FI–OP group than in the playroom group. The children in the FI–OP group also demonstrated significantly greater improvement in play skills, but not in playfulness. CONCLUSION. FI–OP is a promising program for improving aspects of mother–child interaction and children’s play functioning among survivors of domestic violence. Permalink : ./index.php?lvl=notice_display&id=35332 [article] Efficacy of a Crisis Intervention in Improving Mother–Child Interaction and Children’s Play Functioning [texte imprimé] / Amiya WALDMAN-LEVY ; Naomi Weintraub . - 2015. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 69/1 (janvier-février 2015) Mots-clés : Relation mère enfant  Jeu  Violence domestique Résumé : OBJECTIVE. We examined the efficacy of a crisis-based intervention in improving mother–child interaction and children’s play functioning for families who had experienced domestic violence. METHOD. Using a pretest–posttest two-group control study design, we assigned the intervention group (n = 20 mother–child dyads) to the Family Intervention for Improving Occupational Performance (FI–OP) program and the control group (n = 17 dyads) to a playroom program. Both programs consisted of eight 30-min sessions. We videotaped dyads during free play and used standardized tools to assess interactions, play skills, and playfulness. RESULTS. After the intervention, mother–child interaction was significantly better in the FI–OP group than in the playroom group. The children in the FI–OP group also demonstrated significantly greater improvement in play skills, but not in playfulness. CONCLUSION. FI–OP is a promising program for improving aspects of mother–child interaction and children’s play functioning among survivors of domestic violence. Permalink : ./index.php?lvl=notice_display&id=35332

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Enhancing classroom participation of students with intellectual and developmental disabilities / Efrat Selanikyo in Canadian Journal of Occupational Therapy, 84(2) (April 2017)

Public ISBD [article]  inCanadian Journal of Occupational Therapy > 84(2) (April 2017) . - p.76-86 Titre : Enhancing classroom participation of students with intellectual and developmental disabilities Titre original : Améliorer la participation en classe des élèves ayant des déficiences intellectuelles et des troubles envahissants du développement Type de document : texte imprimé Auteurs : Efrat Selanikyo ; Shira Yalon-Chamovitz ; Naomi Weintraub Année de publication : 2017 Article en page(s) : p.76-86 Langues : Anglais (eng) Mots-clés : collaboration consultative  déficience intellectuelle  écoles  ergothérapie  etudes cas-témoins Résumé : Abstract Background. Students with intellectual and developmental disabilities (IDD) have been found to participate less in school-based activities. Purpose. This study aimed to examine the effectiveness of a combined in-service and collaborative consultation intervention model for enhancing classroom participation of students with IDD. Method. The Collaborative Consultation for Participation of Students With IDD (Co-PID) program involved a multidisciplinary team (an occupational therapist and 17 teachers) as well as 35 students and was compared to an in-service program (20 teachers and 34 students). Students were 8 to 20 years old. The programs aimed to enhance three classroom participation components: communicating, choosing, and initiating. Findings. The Co-PID was found to significantly improve students’ participation in all areas, whereas the participation of the students in the in-service group decreased. Implications. A school-based multidisciplinary intervention program for students with IDD, combining in-service and collaborative consultation (e.g., Co-PID), may assist in enhancing classroom participation among students with IDD. Permalink : ./index.php?lvl=notice_display&id=50098 [article] Enhancing classroom participation of students with intellectual and developmental disabilities = Améliorer la participation en classe des élèves ayant des déficiences intellectuelles et des troubles envahissants du développement [texte imprimé] / Efrat Selanikyo ; Shira Yalon-Chamovitz ; Naomi Weintraub . - 2017 . - p.76-86. Langues : Anglais (eng) in Canadian Journal of Occupational Therapy > 84(2) (April 2017) . - p.76-86 Mots-clés : collaboration consultative  déficience intellectuelle  écoles  ergothérapie  etudes cas-témoins Résumé : Abstract Background. Students with intellectual and developmental disabilities (IDD) have been found to participate less in school-based activities. Purpose. This study aimed to examine the effectiveness of a combined in-service and collaborative consultation intervention model for enhancing classroom participation of students with IDD. Method. The Collaborative Consultation for Participation of Students With IDD (Co-PID) program involved a multidisciplinary team (an occupational therapist and 17 teachers) as well as 35 students and was compared to an in-service program (20 teachers and 34 students). Students were 8 to 20 years old. The programs aimed to enhance three classroom participation components: communicating, choosing, and initiating. Findings. The Co-PID was found to significantly improve students’ participation in all areas, whereas the participation of the students in the in-service group decreased. Implications. A school-based multidisciplinary intervention program for students with IDD, combining in-service and collaborative consultation (e.g., Co-PID), may assist in enhancing classroom participation among students with IDD. Permalink : ./index.php?lvl=notice_display&id=50098

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Gender Differences in Students' Self-Awareness of Their Handwriting Performance / Orit Lahav in The British Journal of Occupational Therapy, Volume 77 numéro 12 (Décembre 2014)

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Relationship between body functions and Arabic handwriting performance at different acquisition stages / Abeer Salameh-Matar in Canadian Journal of Occupational Therapy, 85(5) (Décembre 2018)

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