ABSTRACT Introduction Caregiver coaching is increasingly used in early intervention (EI) to build caregiver capacity and support children's development within everyday routines. Occupational therapy (OT) aligns closely with this approach through its emphasis on meaningful occupations and family‐centred, contextually embedded practice, yet implementation and reporting remain variable across OT‐led EI services. Objectives This scoping review aimed to map how caregiver coaching is implemented within OT‐led EI services, focusing on goal‐setting practices, coaching models and delivery formats, therapist roles and strategies, and reported child and caregiver outcomes. Methods A scoping review was conducted in accordance with the framework proposed by Arksey and O'Malley and was reported following the PRISMA‐ScR guidelines. Searches were conducted in PubMed, CINAHL, Scopus, Web of Science and Cochrane CENTRAL for English‐language, peer‐reviewed studies published between January 2000 and June 2025. Eligible studies involved caregivers of children aged 0–6 years receiving OT‐led EI services that incorporated caregiver coaching. Data were charted using a standardized form and synthesized through descriptive numerical summaries and qualitative thematic analysis. Results Sixteen studies met the inclusion criteria. Goal setting varied from collaborative, family‐centred processes to therapist‐driven or programme‐defined approaches. Occupational Performance Coaching and relationship‐based developmental models were most frequently described, delivered through in‐person, telehealth, hybrid or community‐based formats. Therapists predominantly adopted facilitative coaching roles using observation, modelling, guided practice and feedback. Child outcomes were reported more frequently than caregiver outcomes, with limited emphasis on occupation‐ and participation‐based measures. Conclusions Caregiver coaching within OT‐led EI shows promising outcomes but remains highly variable in implementation and reporting. Greater conceptual clarity and increased emphasis on occupation‐focused outcomes are needed to strengthen evidence‐informed OT practice in EI.
ABSTRACT Background School environments are crucial in managing type 1 diabetes mellitus (T1DM) in young children. In India, mothers, especially those from low‐socioeconomic backgrounds, bear the responsibility of ensuring care during school hours. This study, conducted in India, aims to explore the lived experiences of mothers with children with T1DM regarding school‐related management difficulties that they face, their expectations from schools, the emotional impacts of the current school‐based support they receive and to suggest recommendations for school‐based diabetes management. Methods Semi‐structured interviews were conducted with 10 mothers of children aged 3–10 years with T1DM. Data were analysed thematically to identify shared patterns of meaning in their experiences. Results Seven themes emerged: hurdles before school admission, lack of school preparedness, disruption of routines, challenges in glycaemic management, premature reliance on child self‐management, non‐inclusive environments and emotional difficulties. Limited school preparedness intensified maternal burden and disrupted daily routines, eroding trust in schools. Mothers compensated with increased vigilance, which reduced anxiety about the child but increased maternal burden. This led to early promotion of self‐reliance on the child's part that raised concerns about safety and proper medical management. Using Bronfenbrenner's ecological framework, the study shows how deficits in family, school and policy contexts compound stress and shape outcomes. Conclusion School‐based support for children with T1DM is crucial for child health and maternal well‐being. Addressing challenges requires shifting from parent‐dependent arrangements to coordinated school health frameworks. Strengthening teacher training, emergency protocols, inclusive practices and health‐education collaboration are vital to ensuring the rights and wellbeing of children with T1DM in India.
ABSTRACT Introduction Health care transition (HCT) is a coordinated pathway supporting the progression of young adults into adult‐oriented health services. A structured pathway is essential to ensure continuity for patients with complex and chronic conditions. This study analyzes the transition model implemented at the City of Health and Science University Hospital of Turin (Italy), a tertiary hospital providing both paediatric and adult care. The study involves a cohort of patients with a wide spectrum of rare and/or complex chronic conditions, focussing on factors influencing successful transitions and sustained patient adherence to follow‐up. Methods A retrospective cohort study was conducted on 215 Italian patients (109 males and 106 females) who transferred from paediatric to adult care between 2015 and 2019. The mean age at transfer was 20.9 years (SD ± 5.8). Data were collected from medical records and the ITG (Interdisciplinary Transition Group) forms, which assess clinical and disability complexity indicators and adverse social determinants of health. Primary outcomes included nonattendance at the first two visits in adult care, long‐term continuity of care and post‐transfer clinical stability assessed through the proxy of post‐to‐pre transfer visit ratio. Logistic regression models were employed to identify factors associated with these outcomes. Results Overall, 87.0% of patients attended the initial two adult visits, with retention remaining 83.7% at 2 years and 41.4% at 4 years. Transfer before the age of 20 was significantly associated with enhanced clinical stability ( p = 0.002). Patients with at least one complexity indicator identified in the ITG form exhibited a post‐to‐pre transfer visits ratio ( p = 0.007), indicating increased intensity of outpatient attendance. Conclusions These findings underscore the need for targeted strategies to facilitate successful transitions, particularly for patients screened for clinical and social risk factors. The ITG form has proven effective in identifying individuals requiring intensive follow‐up, thereby supporting the optimization of transition pathways and long‐term patient outcomes in Italy.
ABSTRACT Background Guided by the developmental niche and integrated ecological frameworks, cultural practices (e.g., caregiving routines, parental beliefs and contextual affordances) may be associated with the timing and expression of motor milestones. However, the extent and nature of these associations worldwide remain unclear. How this literature defines typical development and conceptualizes culture is similarly unclear. The aim of this scoping review was to explore associations between cultural practices and typical gross motor (GM) development among children aged 0–5 years around the world, and map how included studies defined typical development, operationalized culture and studied these relationships. Method Using the approach outlined by the Joanna Briggs Institute and in alignment with the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for Scoping Reviews (PRISMA‐ScR) an a priori protocol was developed for this scoping review. A comprehensive search of APA PsycINFO (OVID & EBSCO), CINAHL Ultimate, ERIC, ProQuest Dissertations & Theses Global, PubMed, Scopus and Web of Science was conducted for English‐language publications from 1994 to April 2025. Eligible studies examined cultural practices related to typical GM development in children aged 0–5 years. Data were extracted on cultural variables, definitions of typical development, GM outcomes and reported facilitators and barriers. Results A total of 166 publications were included from 8145 screened records. Frequently examined cultural variables included geographic location ( n = 109), socioeconomic status (SES) and home affordances ( n = 105), ethnicity/race ( n = 103) and social setting ( n = 87). Higher SES, enriched home affordances, parental knowledge and expectations and access to preschool motor curricula were associated with more advanced GM development, consistent with an integrated ecological perspective. Limited space or resources, lower socioeconomic conditions, restrictive caregiver beliefs and reduced outdoor activity were associated with lower GM performance. Definitions of ‘typical development’ were inconsistent, with only 24 studies providing explicit criteria, and culture was operationalized variably across studies. The evidence base was predominantly cross‐sectional. Conclusion Cultural context is consistently associated with variation in early GM development. Findings support interpreting motor performance through an integrated ecological lens, using culturally validated assessment tools to reduce misclassification of typical variation as delay and prioritizing longitudinal, globally representative research to inform equitable developmental surveillance and intervention planning.
ABSTRACT Background Although participating in youth sports benefits both youth with and without disabilities, those with disabilities are less likely to participate in organized sports than peers without disabilities and little remains known about the specific types of sports or the amount of time youth with disabilities engage. The present study is designed to address this gap, providing a descriptive understanding of the amount of time youth with disabilities play different sports and what type of sports these youth are participating in. Methods A total of 1725 parents, guardians, and caregivers of youth athletes completed a national survey evaluating the state of youth sports in the United States, with 54.4% selecting that their child had a type of disability. Results Using negative binomial regression, youth with disabilities play more days per week than youth without disabilities ( p < 0.001), but average about one month less per year participating in their primary sport ( p < 0.001). Using chi‐square test of independence followed by standardized residuals, youth with disabilities were more likely to play badminton ( Z = −3.58), biathlon ( Z = −2.43) and canoeing ( Z = −2.25) and less likely to participate in soccer ( Z = 2.53) and volleyball ( Z = 2.46) compared with their peers without disabilities. When controlling for geographic region and disability type, additional differences in sport participation emerged. Conclusion The distinct patterns in the types of sports that youth with disabilities participate in are likely influenced by multiple factors, including difficulties with physical access, lack of inclusion and increased time requirements. Because specific social and structural factors contribute to the types of sports youth with disabilities choose to participate in, it is worth continued exploration of participation trends, barriers and facilitators of sport involvement. Future studies should consider disability‐specific differences in sports participation, with emphasis on the amount and types of sports youth are playing.
