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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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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