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Using the Assessment of Motor and Process Skills as part of the diagnostic process in an inner-city learning disability service / Sue MESA in The British Journal of Occupational Therapy, Volume 77 numéro 4 (Avril 2014)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 77 numéro 4 (Avril 2014) . - p.170 - p.173 Titre : Using the Assessment of Motor and Process Skills as part of the diagnostic process in an inner-city learning disability service Type de document : texte imprimé Auteurs : Sue MESA, Auteur ; Penny HERON, Auteur Année de publication : 2014 Article en page(s) : p.170 - p.173 Langues : Anglais (eng) Mots-clés : learning disability  occupational therapy  social and adaptive functioning Résumé : Learning disability is characterized by significant impairment of both intellectual function and social and adaptive function, with onset before adulthood, and yet social and adaptive function is often omitted from assessment processes. This practice analysis explores the feasibility of administering the Assessment of Motor and Process Skills to assess adaptive function (alongside the assessment of intellectual function) as part of the diagnostic process for people with a learning disability. After a 2-year period, scores for the two assessments were correlated and a low level of correlation was found. Findings suggested that the Assessment of Motor and Process Skills should continue to be used as part of the diagnostic process alongside assessments of intellectual function, because assessment of intellectual function alone does not predict adaptive function and cannot be relied on for diagnosis of learning disability; doing so would ensure that practice was evidence based. Permalink : ./index.php?lvl=notice_display&id=33878 [article] Using the Assessment of Motor and Process Skills as part of the diagnostic process in an inner-city learning disability service [texte imprimé] / Sue MESA, Auteur ; Penny HERON, Auteur . - 2014 . - p.170 - p.173. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 77 numéro 4 (Avril 2014) . - p.170 - p.173 Mots-clés : learning disability  occupational therapy  social and adaptive functioning Résumé : Learning disability is characterized by significant impairment of both intellectual function and social and adaptive function, with onset before adulthood, and yet social and adaptive function is often omitted from assessment processes. This practice analysis explores the feasibility of administering the Assessment of Motor and Process Skills to assess adaptive function (alongside the assessment of intellectual function) as part of the diagnostic process for people with a learning disability. After a 2-year period, scores for the two assessments were correlated and a low level of correlation was found. Findings suggested that the Assessment of Motor and Process Skills should continue to be used as part of the diagnostic process alongside assessments of intellectual function, because assessment of intellectual function alone does not predict adaptive function and cannot be relied on for diagnosis of learning disability; doing so would ensure that practice was evidence based. Permalink : ./index.php?lvl=notice_display&id=33878

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Distance caregivers of people with Alzheimer's disease and related dementia: a phenomenological study / Megan EDWARDS in The British Journal of Occupational Therapy, Volume 77 numéro 4 (Avril 2014)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 77 numéro 4 (Avril 2014) . - p.174 - p.180 Titre : Distance caregivers of people with Alzheimer's disease and related dementia: a phenomenological study Type de document : texte imprimé Auteurs : Megan EDWARDS, Auteur Année de publication : 2014 Article en page(s) : p.174 - p.180 Langues : Anglais (eng) Mots-clés : distance caregiving  Alzheimer's disease  dementia Résumé : Introduction This research study focused on exploring the lived experience of people caring for someone with Alzheimer's disease and related dementia from a distance (defined as 2 or more hours' distance by car) to help shed light on this caregiving population. Method Ten participants (all adult children caring for a parent with Alzheimer's disease and related dementia) were involved in this qualitative, phenomenological study. Each participant took part in two individual interviews, the first interview in person with a folluw-up interview by telephone phone. After the interviews were transcribed, date were analysed using Moustaka's (1994) modified Van Kaam Method. Findings Six general themes were derived from quotations from participants, revealing different aspects of the distance caregiving experience. Findings indicated that participants spent much time managing and coordinating the care of their relative. Participants indicated a wish to provide effective care, and felt that the process of providing care to their relative impacted their professional and personal lives, including developing deeper connections with their relative and others. According to participants, the experience of caregiving, and balancing caregiving demands with other life demands, led to personal changes and growth. Conclusion Occupational therapists and other healthcare professionals need to interact and communicate with distance cargivers of people with Alzheimer's disease and related dementia to better support the caregivers and the care being provided to the person with dementia Permalink : ./index.php?lvl=notice_display&id=33879 [article] Distance caregivers of people with Alzheimer's disease and related dementia: a phenomenological study [texte imprimé] / Megan EDWARDS, Auteur . - 2014 . - p.174 - p.180. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 77 numéro 4 (Avril 2014) . - p.174 - p.180 Mots-clés : distance caregiving  Alzheimer's disease  dementia Résumé : Introduction This research study focused on exploring the lived experience of people caring for someone with Alzheimer's disease and related dementia from a distance (defined as 2 or more hours' distance by car) to help shed light on this caregiving population. Method Ten participants (all adult children caring for a parent with Alzheimer's disease and related dementia) were involved in this qualitative, phenomenological study. Each participant took part in two individual interviews, the first interview in person with a folluw-up interview by telephone phone. After the interviews were transcribed, date were analysed using Moustaka's (1994) modified Van Kaam Method. Findings Six general themes were derived from quotations from participants, revealing different aspects of the distance caregiving experience. Findings indicated that participants spent much time managing and coordinating the care of their relative. Participants indicated a wish to provide effective care, and felt that the process of providing care to their relative impacted their professional and personal lives, including developing deeper connections with their relative and others. According to participants, the experience of caregiving, and balancing caregiving demands with other life demands, led to personal changes and growth. Conclusion Occupational therapists and other healthcare professionals need to interact and communicate with distance cargivers of people with Alzheimer's disease and related dementia to better support the caregivers and the care being provided to the person with dementia Permalink : ./index.php?lvl=notice_display&id=33879

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Master's level occupational therapy students on placement: an exploration of perceptions and expectations / Janice BELL in The British Journal of Occupational Therapy, Volume 77 numéro 4 (Avril 2014)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 77 numéro 4 (Avril 2014) . - p.181 - p.187 Titre : Master's level occupational therapy students on placement: an exploration of perceptions and expectations Type de document : texte imprimé Auteurs : Janice BELL, Auteur Année de publication : 2014 Article en page(s) : p.181 - p.187 Langues : Anglais (eng) Mots-clés : Master's level students  practice placements  pre-registration Résumé : Introduction The aims of this explratory mixed methods study were to explore practice placement educators' perceptions and expectations of pre-registration master's level students on placement and to compare the findings of educators who had previous experience of master's level students with those who had none. Method Twenty-six educators completed questionnaires and four took part in semi-structured interviews; forty placement reports were reviewed. Findings The findings show that many educators have higher expectations of master's level students than they do of undergraduate students, due to perceptions of maturity and previous education, life and work experience. These expectations were contradicted, however, by concerns that master's level students achieve less academic and clinical competence in the shorter time frame for study. Staff with no prior experience at this level lacked confidence in their own abilites to meet the challenge of supporting a master's level student, while staff experienced at this level found many benefits for their own learning as well as for their clinical team. Conclusion Further education, support, and collaboration with the university could enhance the placement experience for both educators and students and may result in the acquisition of more placement offers. The findings will be used to inform future educator training days as well as widen dissemination of information to all practice placement educators. Further collaboration and effective communication between the university and the educators may promote self-confidencce in staff, enhance confidence in student abilities, as well as ensuring that assessment is provided at an appropriate level. Permalink : ./index.php?lvl=notice_display&id=33881 [article] Master's level occupational therapy students on placement: an exploration of perceptions and expectations [texte imprimé] / Janice BELL, Auteur . - 2014 . - p.181 - p.187. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 77 numéro 4 (Avril 2014) . - p.181 - p.187 Mots-clés : Master's level students  practice placements  pre-registration Résumé : Introduction The aims of this explratory mixed methods study were to explore practice placement educators' perceptions and expectations of pre-registration master's level students on placement and to compare the findings of educators who had previous experience of master's level students with those who had none. Method Twenty-six educators completed questionnaires and four took part in semi-structured interviews; forty placement reports were reviewed. Findings The findings show that many educators have higher expectations of master's level students than they do of undergraduate students, due to perceptions of maturity and previous education, life and work experience. These expectations were contradicted, however, by concerns that master's level students achieve less academic and clinical competence in the shorter time frame for study. Staff with no prior experience at this level lacked confidence in their own abilites to meet the challenge of supporting a master's level student, while staff experienced at this level found many benefits for their own learning as well as for their clinical team. Conclusion Further education, support, and collaboration with the university could enhance the placement experience for both educators and students and may result in the acquisition of more placement offers. The findings will be used to inform future educator training days as well as widen dissemination of information to all practice placement educators. Further collaboration and effective communication between the university and the educators may promote self-confidencce in staff, enhance confidence in student abilities, as well as ensuring that assessment is provided at an appropriate level. Permalink : ./index.php?lvl=notice_display&id=33881

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Mothers' experiences of engaging in Occupational Performance Coaching / Fiona P. Graham in The British Journal of Occupational Therapy, Volume 77 numéro 4 (Avril 2014)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 77 numéro 4 (Avril 2014) . - p.189 - p.197 Titre : Mothers' experiences of engaging in Occupational Performance Coaching Type de document : texte imprimé Auteurs : Fiona P. Graham, Auteur Année de publication : 2014 Article en page(s) : p.189 - p.197 Langues : Anglais (eng) Mots-clés : Professional-patient relations  motor skills  disorders  child behaviour disorders  child  parenting  patient satisfaction Résumé : Introduction Occupational Performance Coaching is an intervention provided to parents, which targets their goals in occupational performance for themselves and thei children. Preliminary evidence points to its effectiveness; however, little is known about parents' experiences of engaging in Occupational Performance Coaching. Method Within a larger mixed methods study, a purpose-designed survey comprising open and closed questions was used to explore parents' (N=29) experiences of engaging in Occupational Performance Coaching. The survey targeted their impressions, learning experiences, and perceptions of the impact of Occupational Performace Coaching. Numerical data were analysed descriptively; written comments were analysed using content analysis. In this case all participants were mothers. Finding Mothers' descriptions of Occupational Performance Coaching were largely positive. Learning experiences included gaining insights about themselves and their children alongside learning specific strategies to support their children's occupational performance. They reported greater understanding of their children and a perception that Occupational Performance Coaching had engendered a calmer, happier emotional tone within the family. Conclusion Mothers perceived Occupational Performance Coaching as a valuable means to support their children and themselves to attain occupational performance goals. Findings prompt greater attention to coaching approaches and, more widely, the use of transformative learning as a means to enabling occupation. Permalink : ./index.php?lvl=notice_display&id=33882 [article] Mothers' experiences of engaging in Occupational Performance Coaching [texte imprimé] / Fiona P. Graham, Auteur . - 2014 . - p.189 - p.197. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 77 numéro 4 (Avril 2014) . - p.189 - p.197 Mots-clés : Professional-patient relations  motor skills  disorders  child behaviour disorders  child  parenting  patient satisfaction Résumé : Introduction Occupational Performance Coaching is an intervention provided to parents, which targets their goals in occupational performance for themselves and thei children. Preliminary evidence points to its effectiveness; however, little is known about parents' experiences of engaging in Occupational Performance Coaching. Method Within a larger mixed methods study, a purpose-designed survey comprising open and closed questions was used to explore parents' (N=29) experiences of engaging in Occupational Performance Coaching. The survey targeted their impressions, learning experiences, and perceptions of the impact of Occupational Performace Coaching. Numerical data were analysed descriptively; written comments were analysed using content analysis. In this case all participants were mothers. Finding Mothers' descriptions of Occupational Performance Coaching were largely positive. Learning experiences included gaining insights about themselves and their children alongside learning specific strategies to support their children's occupational performance. They reported greater understanding of their children and a perception that Occupational Performance Coaching had engendered a calmer, happier emotional tone within the family. Conclusion Mothers perceived Occupational Performance Coaching as a valuable means to support their children and themselves to attain occupational performance goals. Findings prompt greater attention to coaching approaches and, more widely, the use of transformative learning as a means to enabling occupation. Permalink : ./index.php?lvl=notice_display&id=33882

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Validating an Irish-language version of the Rivermead Bahavioural Memory Test - Second Edition / Stinéad Hynes in The British Journal of Occupational Therapy, Volume 77 numéro 4 (Avril 2014)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 77 numéro 4 (Avril 2014) . - p.198 - p.204 Titre : Validating an Irish-language version of the Rivermead Bahavioural Memory Test - Second Edition Type de document : texte imprimé Auteurs : Stinéad Hynes, Auteur ; Agnes SHIEL, Auteur Année de publication : 2014 Article en page(s) : p.198 - p.204 Langues : Anglais (eng) Mots-clés : assessment  memory  Irish language  occupational therapy Résumé : Introduction This study translates and assesses the psychometric properties of an Irish-language version of the Rivermaed Behavioural Memory Test - Second Edition (Wilson et al 2003), a screening measure for memory impairment in adults. Method All four versions of the Rivermead Behavioural Memory Test - Second Edition were translated to Irish and administered to a sample of 21 participants aged 21- 64 years. Equivalent translation of the Rivermead Behavioural Memory Test - Second Edition was achieved through multiple translations and back-translations of the instrument and field-testing with both bilingual and monolingual participants. Findings Strong evidence of concurrent validity was clear frome the results. Test-retest reliability of the measure proved to be low in comparison with the English version. In general, the four parallel versions seem to be of equal difficulty, and the Irish version of the Rivermead Behavioural Memory-Test - Second Edition was no more difficult than the English version. Conclusion The results support an Irish Rivermead Behavioural Memory Test- Second Edition as a valid test of everyday memory. Overall, the reliability of the tool is acceptable, but results must be considered cautiously due to the preliminary nature of the study and given the small sample size. Permalink : ./index.php?lvl=notice_display&id=33883 [article] Validating an Irish-language version of the Rivermead Bahavioural Memory Test - Second Edition [texte imprimé] / Stinéad Hynes, Auteur ; Agnes SHIEL, Auteur . - 2014 . - p.198 - p.204. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 77 numéro 4 (Avril 2014) . - p.198 - p.204 Mots-clés : assessment  memory  Irish language  occupational therapy Résumé : Introduction This study translates and assesses the psychometric properties of an Irish-language version of the Rivermaed Behavioural Memory Test - Second Edition (Wilson et al 2003), a screening measure for memory impairment in adults. Method All four versions of the Rivermead Behavioural Memory Test - Second Edition were translated to Irish and administered to a sample of 21 participants aged 21- 64 years. Equivalent translation of the Rivermead Behavioural Memory Test - Second Edition was achieved through multiple translations and back-translations of the instrument and field-testing with both bilingual and monolingual participants. Findings Strong evidence of concurrent validity was clear frome the results. Test-retest reliability of the measure proved to be low in comparison with the English version. In general, the four parallel versions seem to be of equal difficulty, and the Irish version of the Rivermead Behavioural Memory-Test - Second Edition was no more difficult than the English version. Conclusion The results support an Irish Rivermead Behavioural Memory Test- Second Edition as a valid test of everyday memory. Overall, the reliability of the tool is acceptable, but results must be considered cautiously due to the preliminary nature of the study and given the small sample size. Permalink : ./index.php?lvl=notice_display&id=33883

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The topic of alcohol within the Scottish occupational therapy curricula / Fiona MACLEAN in The British Journal of Occupational Therapy, Volume 77 numéro 4 (Avril 2014)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 77 numéro 4 (Avril 2014) . - p.205 - p.213 Titre : The topic of alcohol within the Scottish occupational therapy curricula Type de document : texte imprimé Auteurs : Fiona MACLEAN, Auteur ; Fiona O'MAY, Auteur ; Jan GILL, Auteur Année de publication : 2014 Article en page(s) : p.205 - p.213 Langues : Anglais (eng) Mots-clés : alcohol  education Résumé : Introduction Scotland has witnessed a large rise in all types of alcohol-related illnesses, and in alcohol-related deaths. Despite this escalating problem, previous research in Scotland has demonstrated that gaps exist in the knowledge base of graduate occupational therapists. This study therefore aimed to document the content of alcohol in Scottish occupational therapy curricula. Method This study was conducted during 2010-11. A questionnaire was sent to the programme leader of all the Schottish Higher Education Institutes offering a BSc (Hons) degree in occupational therapy, and to the only Further Education College in Scotland offering a Higher National Certificate in occupational therapy. The respons rate was 100%. Findings There is a lock of cohesive approach to alcohol misuse education within the occupational therapy curricula delivered in Scotland. Key proposals of the Scottish Government targeting alcohol misuse are inadequately addressed. Conclusion The topic of alcohol and alcohol misuse is taught to varying degrees within the curricula offered in Scotland ans further emphasis needs to be placed on understanding alcohol misuse ans associated potential inteventions, irrespective of practice context. Permalink : ./index.php?lvl=notice_display&id=33884 [article] The topic of alcohol within the Scottish occupational therapy curricula [texte imprimé] / Fiona MACLEAN, Auteur ; Fiona O'MAY, Auteur ; Jan GILL, Auteur . - 2014 . - p.205 - p.213. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 77 numéro 4 (Avril 2014) . - p.205 - p.213 Mots-clés : alcohol  education Résumé : Introduction Scotland has witnessed a large rise in all types of alcohol-related illnesses, and in alcohol-related deaths. Despite this escalating problem, previous research in Scotland has demonstrated that gaps exist in the knowledge base of graduate occupational therapists. This study therefore aimed to document the content of alcohol in Scottish occupational therapy curricula. Method This study was conducted during 2010-11. A questionnaire was sent to the programme leader of all the Schottish Higher Education Institutes offering a BSc (Hons) degree in occupational therapy, and to the only Further Education College in Scotland offering a Higher National Certificate in occupational therapy. The respons rate was 100%. Findings There is a lock of cohesive approach to alcohol misuse education within the occupational therapy curricula delivered in Scotland. Key proposals of the Scottish Government targeting alcohol misuse are inadequately addressed. Conclusion The topic of alcohol and alcohol misuse is taught to varying degrees within the curricula offered in Scotland ans further emphasis needs to be placed on understanding alcohol misuse ans associated potential inteventions, irrespective of practice context. Permalink : ./index.php?lvl=notice_display&id=33884

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Implementing a modified cognitive orientation to daily occupational performance approach for use in a group format / Rose Martini in The British Journal of Occupational Therapy, Volume 77 numéro 4 (Avril 2014)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 77 numéro 4 (Avril 2014) . - p.214 - p.219 Titre : Implementing a modified cognitive orientation to daily occupational performance approach for use in a group format Type de document : texte imprimé Auteurs : Rose Martini, Auteur ; Angela Mandich, Auteur ; Dido Green, Auteur Année de publication : 2014 Article en page(s) : p.214 - p.219 Langues : Anglais (eng) Mots-clés : group  cognitive orientation to daily occupational performance (CO-OP)  developmental coordination disorder Résumé : Cognitive orientation to daily occupational performance is an intervention approach that is often used with children with developmental coordination disorder, and is usually implemented using an individual intervention format. This practice analysis describes two experiences of the cognitive orientation to daily occupational performance approach, modified for use in a group format: an intensive day-camp, and a weekly after-school club. The group format provided children with various opportunities (for example, helping other children's engagement during problem solving and heterogeneity in children's breakdowns). Cognitive orientation to daily occupational performance in a group format is feasible and has the potential to encourage skill acquisition for a greater number of children with developmental coordination disorder. Permalink : ./index.php?lvl=notice_display&id=33885 [article] Implementing a modified cognitive orientation to daily occupational performance approach for use in a group format [texte imprimé] / Rose Martini, Auteur ; Angela Mandich, Auteur ; Dido Green, Auteur . - 2014 . - p.214 - p.219. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 77 numéro 4 (Avril 2014) . - p.214 - p.219 Mots-clés : group  cognitive orientation to daily occupational performance (CO-OP)  developmental coordination disorder Résumé : Cognitive orientation to daily occupational performance is an intervention approach that is often used with children with developmental coordination disorder, and is usually implemented using an individual intervention format. This practice analysis describes two experiences of the cognitive orientation to daily occupational performance approach, modified for use in a group format: an intensive day-camp, and a weekly after-school club. The group format provided children with various opportunities (for example, helping other children's engagement during problem solving and heterogeneity in children's breakdowns). Cognitive orientation to daily occupational performance in a group format is feasible and has the potential to encourage skill acquisition for a greater number of children with developmental coordination disorder. Permalink : ./index.php?lvl=notice_display&id=33885

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