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[article]
Titre : |
Effectiveness of a 10-week tier-1 response to intervention program in improving fine motor and visual-motor skills in general education kindergarten students |
Type de document : |
texte imprimé |
Auteurs : |
Alisha Ohl ; Hollie GRAZE ; Karen WEBER ; et al. |
Année de publication : |
2013 |
Article en page(s) : |
p.507-514 |
Langues : |
Anglais (eng) |
Mots-clés : |
Pratique coopérative Motricité Performance Psychomotricité Service santé scolaire Ecole maternelle Enfant |
Résumé : |
OBJECTIVE:
This study examined the efficacy of a 10-wk Tier 1 Response to Intervention (RtI) program developed in collaboration with classroom teachers to improve the fine motor and visual-motor skills of general education kindergarten students.
METHOD:
We recruited 113 students in six elementary schools. Two general education kindergarten classrooms at each school participated in the study. Classrooms were randomly assigned to the intervention and control groups. Fine motor skills, pencil grip, and visual-motor integration were measured at the beginning of the school year and after the 10-wk intervention.
RESULTS:
The intervention group demonstrated a statistically significant increase in fine motor and visual-motor skills, whereas the control group demonstrated a slight decline in both areas. Neither group demonstrated a change in pencil grip.
CONCLUSION:
This study provides preliminary evidence that a Tier 1 RtI program can improve fine motor and visual-motor skills in kindergarten students. |
Permalink : |
./index.php?lvl=notice_display&id=14065 |
in American Journal of Occupational Therapy > Vol. 67/5 (septembre-octobre 2013) . - p.507-514
[article] Effectiveness of a 10-week tier-1 response to intervention program in improving fine motor and visual-motor skills in general education kindergarten students [texte imprimé] / Alisha Ohl ; Hollie GRAZE ; Karen WEBER ; et al. . - 2013 . - p.507-514. Langues : Anglais ( eng) in American Journal of Occupational Therapy > Vol. 67/5 (septembre-octobre 2013) . - p.507-514
Mots-clés : |
Pratique coopérative Motricité Performance Psychomotricité Service santé scolaire Ecole maternelle Enfant |
Résumé : |
OBJECTIVE:
This study examined the efficacy of a 10-wk Tier 1 Response to Intervention (RtI) program developed in collaboration with classroom teachers to improve the fine motor and visual-motor skills of general education kindergarten students.
METHOD:
We recruited 113 students in six elementary schools. Two general education kindergarten classrooms at each school participated in the study. Classrooms were randomly assigned to the intervention and control groups. Fine motor skills, pencil grip, and visual-motor integration were measured at the beginning of the school year and after the 10-wk intervention.
RESULTS:
The intervention group demonstrated a statistically significant increase in fine motor and visual-motor skills, whereas the control group demonstrated a slight decline in both areas. Neither group demonstrated a change in pencil grip.
CONCLUSION:
This study provides preliminary evidence that a Tier 1 RtI program can improve fine motor and visual-motor skills in kindergarten students. |
Permalink : |
./index.php?lvl=notice_display&id=14065 |
| ![Effectiveness of a 10-week tier-1 response to intervention program in improving fine motor and visual-motor skills in general education kindergarten students vignette](./images/vide.png) |
Exemplaires (1)
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Revue | Revue | Centre de Documentation HELHa Campus Montignies | Réserve | Consultable sur demande auprès des documentalistes Exclu du prêt |
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[article]
Titre : |
Effectiveness of cheek and jaw support to improve feeding performance of preterm infants |
Type de document : |
texte imprimé |
Auteurs : |
Yea-Shwu HWANG ; et al. ; Wendy J. Coster ; Chyi-Her LIN |
Année de publication : |
2010 |
Article en page(s) : |
p. 886-894 |
Langues : |
Anglais (eng) |
Mots-clés : |
Nutrition Comportement Nourrisson |
Résumé : |
OBJECTIVE. We examined the effects of cheek and jaw support on the feeding ability of inefficient feeders born prematurely. METHOD. Twenty preterm infants served as their own controls. Each infant received either intervention (feeding with oral support) or control (feeding without oral support) for 2 consecutive feedings per day on 2 consecutive days. RESULTS. Infants displayed a greater intake rate during the intervention feedings, both during the first 5 min (p = .046) and throughout the entire feeding (p = .023). The percentage of leakage during the first 5-min feeding was smaller in the intervention condition than in the control condition (p = .040). No significant differences were found between the two conditions in the sucking, physiological, and alertness variables. CONCLUSION. Findings confirm oral support as a safe and effective strategy to improve the feeding performance of preterm infants who are poor feeders. |
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./index.php?lvl=notice_display&id=14070 |
in American Journal of Occupational Therapy > Vol. 64/6 (novembre-décembre 2010) . - p. 886-894
[article] Effectiveness of cheek and jaw support to improve feeding performance of preterm infants [texte imprimé] / Yea-Shwu HWANG ; et al. ; Wendy J. Coster ; Chyi-Her LIN . - 2010 . - p. 886-894. Langues : Anglais ( eng) in American Journal of Occupational Therapy > Vol. 64/6 (novembre-décembre 2010) . - p. 886-894
Mots-clés : |
Nutrition Comportement Nourrisson |
Résumé : |
OBJECTIVE. We examined the effects of cheek and jaw support on the feeding ability of inefficient feeders born prematurely. METHOD. Twenty preterm infants served as their own controls. Each infant received either intervention (feeding with oral support) or control (feeding without oral support) for 2 consecutive feedings per day on 2 consecutive days. RESULTS. Infants displayed a greater intake rate during the intervention feedings, both during the first 5 min (p = .046) and throughout the entire feeding (p = .023). The percentage of leakage during the first 5-min feeding was smaller in the intervention condition than in the control condition (p = .040). No significant differences were found between the two conditions in the sucking, physiological, and alertness variables. CONCLUSION. Findings confirm oral support as a safe and effective strategy to improve the feeding performance of preterm infants who are poor feeders. |
Permalink : |
./index.php?lvl=notice_display&id=14070 |
| ![Effectiveness of cheek and jaw support to improve feeding performance of preterm infants vignette](./images/vide.png) |
Exemplaires (1)
|
Revue | Revue | Centre de Documentation HELHa Campus Montignies | Réserve | Consultable sur demande auprès des documentalistes Exclu du prêt |
![détail détail](./getgif.php?nomgif=plus)
[article]
Titre : |
Effectiveness of Cognitive-Functional (Cog-Fun) occupational therapy intervention for young children with attention deficit hyperactivity disorder : a controlled study |
Type de document : |
texte imprimé |
Auteurs : |
Adina Maeir ; Orit Fisher ; Naomi BOAS ; et al. |
Année de publication : |
2014 |
Article en page(s) : |
260-267 |
Langues : |
Anglais (eng) |
Mots-clés : |
Enfant Fonction exécutive Hyperactivité |
Résumé : |
The purpose of this study was to examine the effectiveness of the Cognitive-Functional (Cog-Fun) intervention for young children with attention deficit hyperactivity disorder (ADHD).
METHOD:
Nineteen children ages 5-7 yr diagnosed with ADHD were allocated to treatment and wait-list control groups. After the 12-wk intervention, the control group was crossed over to treatment. Follow-up was conducted 3 mo after treatment. Outcome measures included the Behavior Rating Inventory of Executive Function and the Canadian Occupational Performance Measure.
RESULTS:
Before crossover, significant differences were found between groups in change scores on the outcome measures. After crossover, no significant differences were found in treatment effects, and significant moderate to large treatment effects were found for both COPM and BRIEF scores. Treatment gains were maintained at follow-up.
CONCLUSION:
The study supports the effectiveness of the Cog-Fun intervention in improving occupational performance and executive functions in daily life for young children with ADHD. |
Permalink : |
./index.php?lvl=notice_display&id=33753 |
in American Journal of Occupational Therapy > Vol. 68/3 (mai-juin 2014) . - 260-267
[article] Effectiveness of Cognitive-Functional (Cog-Fun) occupational therapy intervention for young children with attention deficit hyperactivity disorder : a controlled study [texte imprimé] / Adina Maeir ; Orit Fisher ; Naomi BOAS ; et al. . - 2014 . - 260-267. Langues : Anglais ( eng) in American Journal of Occupational Therapy > Vol. 68/3 (mai-juin 2014) . - 260-267
Mots-clés : |
Enfant Fonction exécutive Hyperactivité |
Résumé : |
The purpose of this study was to examine the effectiveness of the Cognitive-Functional (Cog-Fun) intervention for young children with attention deficit hyperactivity disorder (ADHD).
METHOD:
Nineteen children ages 5-7 yr diagnosed with ADHD were allocated to treatment and wait-list control groups. After the 12-wk intervention, the control group was crossed over to treatment. Follow-up was conducted 3 mo after treatment. Outcome measures included the Behavior Rating Inventory of Executive Function and the Canadian Occupational Performance Measure.
RESULTS:
Before crossover, significant differences were found between groups in change scores on the outcome measures. After crossover, no significant differences were found in treatment effects, and significant moderate to large treatment effects were found for both COPM and BRIEF scores. Treatment gains were maintained at follow-up.
CONCLUSION:
The study supports the effectiveness of the Cog-Fun intervention in improving occupational performance and executive functions in daily life for young children with ADHD. |
Permalink : |
./index.php?lvl=notice_display&id=33753 |
| ![Effectiveness of Cognitive-Functional (Cog-Fun) occupational therapy intervention for young children with attention deficit hyperactivity disorder vignette](./images/vide.png) |
Exemplaires (1)
|
Revue | Revue | Centre de Documentation HELHa Campus Montignies | Armoires à volets | Document exclu du prêt - à consulter sur place Exclu du prêt |
![détail détail](./getgif.php?nomgif=plus)
[article]
Titre : |
Effectiveness of a Cognitive–Functional Group Intervention Among Preschoolers With Attention Deficit Hyperactivity Disorder : A Pilot Study |
Type de document : |
texte imprimé |
Auteurs : |
Lori ROSENBERG ; et al. ; Aviva YOCHMAN ; Adina Maeir |
Année de publication : |
2015 |
Article en page(s) : |
p.1-8 |
Langues : |
Anglais (eng) |
Mots-clés : |
Enfant Hyperactivité Activités vie quotidienne Etude faisabilitéActivities of daily living Attention deficit disorder with hyperactivity Executive function Children/preschool Social participation |
Résumé : |
OBJECTIVE. To test functional improvement after a group cognitive–functional occupational therapy intervention for preschoolers with attention deficit hyperactivity disorder (ADHD).
METHOD. Seventeen preschooler–parent dyads attended 11 weekly group sessions focused on acquiring executive strategies through occupational performance. Functional improvement was measured using the Canadian Occupational Performance Measure (COPM) and Goal Attainment Scaling (GAS); executive function, using the Behavior Rating Inventory of Executive Function–Pediatric; ADHD symptomatology, using Conners’ Parent Rating Scale–Revised and Conners’ Teacher Rating Scale–Revised; and social functioning, using the Social Participation scale of the Sensory Processing Measure.
RESULTS. Significant improvement was found on the COPM and GAS measures, whereas mixed results were found on the other measures, with improvements found in children whose scores indicated impairment at baseline.
CONCLUSIONS. Cognitive–functional group intervention appears to significantly improve daily functioning, executive function, and social functioning for children who demonstrate clinical impairment. Further research with a larger sample, a control group, and follow-up is required. |
Permalink : |
./index.php?lvl=notice_display&id=35895 |
in American Journal of Occupational Therapy > Vol. 69/3 (mai -juin 2015) . - p.1-8
[article] Effectiveness of a Cognitive–Functional Group Intervention Among Preschoolers With Attention Deficit Hyperactivity Disorder : A Pilot Study [texte imprimé] / Lori ROSENBERG ; et al. ; Aviva YOCHMAN ; Adina Maeir . - 2015 . - p.1-8. Langues : Anglais ( eng) in American Journal of Occupational Therapy > Vol. 69/3 (mai -juin 2015) . - p.1-8
Mots-clés : |
Enfant Hyperactivité Activités vie quotidienne Etude faisabilitéActivities of daily living Attention deficit disorder with hyperactivity Executive function Children/preschool Social participation |
Résumé : |
OBJECTIVE. To test functional improvement after a group cognitive–functional occupational therapy intervention for preschoolers with attention deficit hyperactivity disorder (ADHD).
METHOD. Seventeen preschooler–parent dyads attended 11 weekly group sessions focused on acquiring executive strategies through occupational performance. Functional improvement was measured using the Canadian Occupational Performance Measure (COPM) and Goal Attainment Scaling (GAS); executive function, using the Behavior Rating Inventory of Executive Function–Pediatric; ADHD symptomatology, using Conners’ Parent Rating Scale–Revised and Conners’ Teacher Rating Scale–Revised; and social functioning, using the Social Participation scale of the Sensory Processing Measure.
RESULTS. Significant improvement was found on the COPM and GAS measures, whereas mixed results were found on the other measures, with improvements found in children whose scores indicated impairment at baseline.
CONCLUSIONS. Cognitive–functional group intervention appears to significantly improve daily functioning, executive function, and social functioning for children who demonstrate clinical impairment. Further research with a larger sample, a control group, and follow-up is required. |
Permalink : |
./index.php?lvl=notice_display&id=35895 |
| ![Effectiveness of a Cognitive–Functional Group Intervention Among Preschoolers With Attention Deficit Hyperactivity Disorder vignette](./images/vide.png) |
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Revue | Revue | Centre de Documentation HELHa Campus Montignies | Armoires à volets | Disponible Disponible |
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[article]
Titre : |
Effectiveness of interventions designed to modify and maintain perceptual abilities in people with Alzheimer’s disease and related dementias |
Type de document : |
texte imprimé |
Auteurs : |
Lori Letts ; et al. ; Mary EDWARDS ; Jacqueline MINEZES |
Année de publication : |
2011 |
Article en page(s) : |
p. 505-513 |
Langues : |
Anglais (eng) |
Mots-clés : |
Démence Alzheimer Ergothérapie Perception Médecine fondée sur les preuves |
Résumé : |
An evidence-based review was undertaken to answer the question, “What is the evidence for the effect of interventions designed to modify and maintain perceptual abilities on the occupational performance of people with Alzheimer’s disease and related dementias?” A systematic search of electronic databases and application of inclusion and exclusion criteria guided the selection of 31 articles. Each article was critically appraised, and the evidence was synthesized. Some interventions use remaining perceptual abilities to enable people to find their way in a facility and decrease attempts at exiting. Preliminary evidence has supported use of visual stimulation and barriers. We found some evidence for the use of auditory stimuli and group therapy that aim to change perceptual abilities. Research with high-level evidence is required to validate these findings. Evidence on the benefits of Snoezelen® is not conclusive for occupational performance outcomes; further research to justify its use as an occupational therapy intervention may be warranted. |
Permalink : |
./index.php?lvl=notice_display&id=14073 |
in American Journal of Occupational Therapy > Vol. 65/5 (septembre-octobre 2011) . - p. 505-513
[article] Effectiveness of interventions designed to modify and maintain perceptual abilities in people with Alzheimer’s disease and related dementias [texte imprimé] / Lori Letts ; et al. ; Mary EDWARDS ; Jacqueline MINEZES . - 2011 . - p. 505-513. Langues : Anglais ( eng) in American Journal of Occupational Therapy > Vol. 65/5 (septembre-octobre 2011) . - p. 505-513
Mots-clés : |
Démence Alzheimer Ergothérapie Perception Médecine fondée sur les preuves |
Résumé : |
An evidence-based review was undertaken to answer the question, “What is the evidence for the effect of interventions designed to modify and maintain perceptual abilities on the occupational performance of people with Alzheimer’s disease and related dementias?” A systematic search of electronic databases and application of inclusion and exclusion criteria guided the selection of 31 articles. Each article was critically appraised, and the evidence was synthesized. Some interventions use remaining perceptual abilities to enable people to find their way in a facility and decrease attempts at exiting. Preliminary evidence has supported use of visual stimulation and barriers. We found some evidence for the use of auditory stimuli and group therapy that aim to change perceptual abilities. Research with high-level evidence is required to validate these findings. Evidence on the benefits of Snoezelen® is not conclusive for occupational performance outcomes; further research to justify its use as an occupational therapy intervention may be warranted. |
Permalink : |
./index.php?lvl=notice_display&id=14073 |
| ![Effectiveness of interventions designed to modify and maintain perceptual abilities in people with Alzheimer’s disease and related dementias vignette](./images/vide.png) |
Exemplaires (1)
|
Revue | Revue | Centre de Documentation HELHa Campus Montignies | Réserve | Consultable sur demande auprès des documentalistes Exclu du prêt |
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