An investigation of the pretend play abilities of children with an acquired brain injury / Bridget Dooley in The British Journal of Occupational Therapy, Vol. 82 Issue 9 (Septembre 2019)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Vol. 82 Issue 9 (Septembre 2019) . - p. 588-596 Titre : An investigation of the pretend play abilities of children with an acquired brain injury Type de document : texte imprimé Auteurs : Bridget Dooley ; Karen Stagnitti ; Jane Galvin Année de publication : 2019 Article en page(s) : p. 588-596 Note générale : doi.org/10.1177/0308022619836941 Langues : Anglais (eng) Mots-clés : Cognitive fatigue  symbolic play  assessment  occupational therapy Résumé : Introduction This study describes the self-initiated pretend play abilities of children who had sustained an acquired brain injury. Method A non-experimental study was conducted with 26 children with acquired brain injury (15 females, mean age 5.08 years, SD 1.58 years), who were out of post-traumatic amnesia, able to sit independently and engage in a play session. The children were assessed individually on one occasion using the Child-Initiated Pretend Play Assessment. Findings All children in the study presented with pretend play deficits, particularly in symbolic play. Inattention, distractibility and limited concentration were common behaviours of the children. Three quarters of the sample (76.48%) were unable to complete the time of the assessment. For many of the children the cessation of their play was sudden and abrupt, even for those who showed complex play ability. Conclusion Cognitive fatigue is argued to have impacted on the children’s play ability due to the considerable amount of cognitive effort required to engage in pretend play. Implications for intervention are to offer short sessions for children with acquired brain injury and pay particular attention to a child’s symbolic play within pretend play ability. Permalink : ./index.php?lvl=notice_display&id=85511 [article] An investigation of the pretend play abilities of children with an acquired brain injury [texte imprimé] / Bridget Dooley ; Karen Stagnitti ; Jane Galvin . - 2019 . - p. 588-596. doi.org/10.1177/0308022619836941 Langues : Anglais (eng) in The British Journal of Occupational Therapy > Vol. 82 Issue 9 (Septembre 2019) . - p. 588-596 Mots-clés : Cognitive fatigue  symbolic play  assessment  occupational therapy Résumé : Introduction This study describes the self-initiated pretend play abilities of children who had sustained an acquired brain injury. Method A non-experimental study was conducted with 26 children with acquired brain injury (15 females, mean age 5.08 years, SD 1.58 years), who were out of post-traumatic amnesia, able to sit independently and engage in a play session. The children were assessed individually on one occasion using the Child-Initiated Pretend Play Assessment. Findings All children in the study presented with pretend play deficits, particularly in symbolic play. Inattention, distractibility and limited concentration were common behaviours of the children. Three quarters of the sample (76.48%) were unable to complete the time of the assessment. For many of the children the cessation of their play was sudden and abrupt, even for those who showed complex play ability. Conclusion Cognitive fatigue is argued to have impacted on the children’s play ability due to the considerable amount of cognitive effort required to engage in pretend play. Implications for intervention are to offer short sessions for children with acquired brain injury and pay particular attention to a child’s symbolic play within pretend play ability. Permalink : ./index.php?lvl=notice_display&id=85511

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The Integrating Theory, Evidence and Action (ITEA) Method: A Procedure for Helping Practitioners Translate Theory and Research into Action / Danielle Hitch in The British Journal of Occupational Therapy, Volume 77 numéro 12 (Décembre 2014)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.592-600 Titre : The Integrating Theory, Evidence and Action (ITEA) Method: A Procedure for Helping Practitioners Translate Theory and Research into Action Type de document : texte imprimé Auteurs : Danielle Hitch, Auteur ; PEPIN G., Auteur ; Karen Stagnitti, Auteur Année de publication : 2014 Article en page(s) : p.592-600 Langues : Anglais (eng) Mots-clés : Evidence-based practice  Alcohol  knowledge transfer Résumé : Introduction The aim of this article is to describe and explain a new method for integrating theory and evidence that enables practitioners to translate evidence into action applied in their practice. Method A new multiple methods procedure called the Integrating Theory, Evidence and Action method is described. It is a mixed method that progresses through seven distinct steps: clinical question, framework, identification, deconstruction, analysis, reconstruction, and transfer/utilization. An example of using this method to review evidence around occupational therapy with people recovering from alcohol misuse and/or abuse is provided. Findings This method highlights the importance of theory, tests the empirical strength of theories, includes diverse forms of evidence, and encourages the integration of knowledge within clinical practice. Conclusion The Integrating Theory, Evidence and Action method is accessible and useful to practitioners and will support their efforts to make their practice evidence based. Current methods of evidence-based practice focus mostly on research evidence (particularly quantitative evidence); however, research is only one of the ways of knowing that practitioners draw upon to guide their practice. This method enables occupational therapists to integrate theory, evidence, and practice in a coherent and translatable way. Permalink : ./index.php?lvl=notice_display&id=35912 [article] The Integrating Theory, Evidence and Action (ITEA) Method: A Procedure for Helping Practitioners Translate Theory and Research into Action [texte imprimé] / Danielle Hitch, Auteur ; PEPIN G., Auteur ; Karen Stagnitti, Auteur . - 2014 . - p.592-600. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.592-600 Mots-clés : Evidence-based practice  Alcohol  knowledge transfer Résumé : Introduction The aim of this article is to describe and explain a new method for integrating theory and evidence that enables practitioners to translate evidence into action applied in their practice. Method A new multiple methods procedure called the Integrating Theory, Evidence and Action method is described. It is a mixed method that progresses through seven distinct steps: clinical question, framework, identification, deconstruction, analysis, reconstruction, and transfer/utilization. An example of using this method to review evidence around occupational therapy with people recovering from alcohol misuse and/or abuse is provided. Findings This method highlights the importance of theory, tests the empirical strength of theories, includes diverse forms of evidence, and encourages the integration of knowledge within clinical practice. Conclusion The Integrating Theory, Evidence and Action method is accessible and useful to practitioners and will support their efforts to make their practice evidence based. Current methods of evidence-based practice focus mostly on research evidence (particularly quantitative evidence); however, research is only one of the ways of knowing that practitioners draw upon to guide their practice. This method enables occupational therapists to integrate theory, evidence, and practice in a coherent and translatable way. Permalink : ./index.php?lvl=notice_display&id=35912

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