Effective occupational therapy intervention with children demonstrating reduced social competence during playground interactions / Julianne Challita in The British Journal of Occupational Therapy, Vol. 82 Issue 7 (Juillet 2019)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Vol. 82 Issue 7 (Juillet 2019) . - p. 433-442 Titre : Effective occupational therapy intervention with children demonstrating reduced social competence during playground interactions Type de document : texte imprimé Auteurs : Julianne Challita ; Christine Chapparo ; Joanne Hinitt ; Robert Heard Année de publication : 2019 Article en page(s) : p. 433-442 Note générale : doi.org/10.1177/0308022619832467 Langues : Anglais (eng) Mots-clés : Social competence  occupational therapy  cognitive strategies Résumé : Introduction Occupational therapists are increasingly referred children who experience difficulty with social interaction at school. Research indicates that social difficulties are impacted by inefficient use of cognitive strategies. The Perceive, Recall, Plan and Perform system of intervention targets underlying cognitive strategies during task performance. This study aimed to investigate the impact of a playground social skills programme based on the Perceive, Recall, Plan and Perform intervention. Method A quantitative, experimental, crossover design was used to evaluate the effectiveness of the Perceive, Recall, Plan and Perform intervention on developing social competence for a group of children in primary school (Kindergarten to Grade Three). Sixteen children participated in the study. Goal attainment scaling scores and Perceive, Recall, Plan and Perform assessment scores rated by teachers were used as outcome measures. Data were analysed using a series of two-way repeated-measures analysis of variance. Results Outcome measures taken at three time-points indicated that the children improved in social performance significantly more when receiving the Perceive, Recall, Plan and Perform intervention compared to opportunities for regular playground activities. This was apparent across both goal attainment scaling change scores and change in intervention total scores. Conclusion This strategy-focused approach appeared to be effective in developing the thinking strategies that facilitate children’s social participation at school. Permalink : ./index.php?lvl=notice_display&id=84610 [article] Effective occupational therapy intervention with children demonstrating reduced social competence during playground interactions [texte imprimé] / Julianne Challita ; Christine Chapparo ; Joanne Hinitt ; Robert Heard . - 2019 . - p. 433-442. doi.org/10.1177/0308022619832467 Langues : Anglais (eng) in The British Journal of Occupational Therapy > Vol. 82 Issue 7 (Juillet 2019) . - p. 433-442 Mots-clés : Social competence  occupational therapy  cognitive strategies Résumé : Introduction Occupational therapists are increasingly referred children who experience difficulty with social interaction at school. Research indicates that social difficulties are impacted by inefficient use of cognitive strategies. The Perceive, Recall, Plan and Perform system of intervention targets underlying cognitive strategies during task performance. This study aimed to investigate the impact of a playground social skills programme based on the Perceive, Recall, Plan and Perform intervention. Method A quantitative, experimental, crossover design was used to evaluate the effectiveness of the Perceive, Recall, Plan and Perform intervention on developing social competence for a group of children in primary school (Kindergarten to Grade Three). Sixteen children participated in the study. Goal attainment scaling scores and Perceive, Recall, Plan and Perform assessment scores rated by teachers were used as outcome measures. Data were analysed using a series of two-way repeated-measures analysis of variance. Results Outcome measures taken at three time-points indicated that the children improved in social performance significantly more when receiving the Perceive, Recall, Plan and Perform intervention compared to opportunities for regular playground activities. This was apparent across both goal attainment scaling change scores and change in intervention total scores. Conclusion This strategy-focused approach appeared to be effective in developing the thinking strategies that facilitate children’s social participation at school. Permalink : ./index.php?lvl=notice_display&id=84610

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The impact of an in-class sensory activity schedule on task performance of children with autism and intellectual disability: A pilot study / Caroline Mills in The British Journal of Occupational Therapy, Vol.79 N°9 (September 2016)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Vol.79 N°9 (September 2016) . - p. 530-539 Titre : The impact of an in-class sensory activity schedule on task performance of children with autism and intellectual disability: A pilot study Type de document : texte imprimé Auteurs : Caroline Mills ; Christine Chapparo ; Joanne Hinitt Année de publication : 2016 Article en page(s) : p. 530-539 Langues : Anglais (eng) Mots-clés : autisme  déficience intellectuelle  enseignement Résumé : Introduction There is limited evidence to support use of sensory interventions by teachers in the classroom. The purpose of this pilot study is to determine the effectiveness of sensory activity schedule intervention in supporting participation and increasing classroom task performance in students with autism. Method A non-concurrent, AB single system research design across multiple baselines was used with four students with autism who attended an autism-specific school. Students demonstrated atypical sensory processing, which negatively affected their school performance. Repeated baseline and intervention data were collected by school staff using video recording during classroom tasks. Tasks performed were designated by the child’s teacher. Stage one of the Perceive, Recall, Plan, Perform System of Task Analysis was used as a repeated measure of student performance. Ratings were carried out by independent raters who were blinded to the condition of performance. Results Results revealed three out of four students achieved significant improvements in classroom task performance following the use of sensory activity schedule intervention developed in consultation with an occupational therapist as measured by the task analysis. Conclusion This study provides emerging evidence for the use of sensory activity schedule intervention in the classroom for students with autism. Permalink : ./index.php?lvl=notice_display&id=45794 [article] The impact of an in-class sensory activity schedule on task performance of children with autism and intellectual disability: A pilot study [texte imprimé] / Caroline Mills ; Christine Chapparo ; Joanne Hinitt . - 2016 . - p. 530-539. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Vol.79 N°9 (September 2016) . - p. 530-539 Mots-clés : autisme  déficience intellectuelle  enseignement Résumé : Introduction There is limited evidence to support use of sensory interventions by teachers in the classroom. The purpose of this pilot study is to determine the effectiveness of sensory activity schedule intervention in supporting participation and increasing classroom task performance in students with autism. Method A non-concurrent, AB single system research design across multiple baselines was used with four students with autism who attended an autism-specific school. Students demonstrated atypical sensory processing, which negatively affected their school performance. Repeated baseline and intervention data were collected by school staff using video recording during classroom tasks. Tasks performed were designated by the child’s teacher. Stage one of the Perceive, Recall, Plan, Perform System of Task Analysis was used as a repeated measure of student performance. Ratings were carried out by independent raters who were blinded to the condition of performance. Results Results revealed three out of four students achieved significant improvements in classroom task performance following the use of sensory activity schedule intervention developed in consultation with an occupational therapist as measured by the task analysis. Conclusion This study provides emerging evidence for the use of sensory activity schedule intervention in the classroom for students with autism. Permalink : ./index.php?lvl=notice_display&id=45794

Exemplaires (1)

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