Limited research currently exists that examines typically-developing children's sensory processing and how this effects their leisure activity participation and preferences. To investigate the association between sensory processing and the self-reported leisure activity participation and preferences in children aged seven to 12 years. 24 children (10 females, 14 males; mean age: 9.70 years; SD = 1.83 completed the Children's Assessment of Participation and Enjoyment/Preferences for Activities of Children (CAPE/PAC). Each child's primary caregiver completed the Sensory Processing Measure - Home Form (SPM). Data were analyzed using Spearman rho correlation and linear regression analyses with bootstrapping. Twelve significant correlations were identified between the SPM and CAPE subscales and four were identified between SPM and PAC subscales. Of the SPM subscales, Touch (rho = -.560 to .445, p < .01) and SPM Total score (rho = -.541 to .426, p < .01) had the highest number of significant correlations with the CAPE. Significant correlations identified between the SPM and the PAC included: i) SPM Body Awareness and PAC Formal Activities Preference (rho = .405 to .451, p < .05); ii) SPM Balance and Motion and PAC Self-Improvement Activities Preference (rho = -.447, p < .05); and iii) SPM Visual and PAC Social Activities Preference (rho = .434, p < .05). Regression analysis results identified significant predictive relationships between the SPM Total score and the intensity of participation in two CAPE activity types and one activity domain: i) CAPE Self-Improvement Activities Intensity (p = .015, Adjusted R-2 = .206); ii) CAPE Social Activities Intensity (p = .05, Adjusted R-2 =.127); and iii) CAPE Informal Activities Intensity (p = .013, Adjusted R-2 = .213). A significant predictive relationship was identified between children's intensity of participation in CAPE Self-Improvement, Social and Informal Activities and their SPM Total score. This indicates that challenges with multisensory processing may negatively impact the frequency of children's participation in leisure activities.
Children with special educational needs included in Austrian mainstream schools are provided with special educational support, which aim to create learning environments, that meet the children's needs on an individual level. Little is known about what adjustments children with special educational needs in mainstream school classes require to promote participation in school occupations. This is the first study in Austria exploring the student-environment-fit from self-perceived children's perspective and comparing this to teachers' perspective by using the School Setting Interview. In this cross-sectional matched pairs study twenty-five children (mean age 12.5 +/- 1.4) with special educational needs and twenty-one teachers from six Austrian secondary schools were interviewed. Participants' ratings were analyzed descriptively and statistically with Wilcoxon-Sign Rank Test. Reported adjustments from the child and teacher perspectives were analyzed with qualitative content analysis and presented using the occupational, social and physical environmental dimensions from the Model of Human Occupation. Results indicate perceived student-environment-fit differs between school activities as well as between children and teachers. Three out of 16 school activities showed a statistically significant difference between children and teacher matched-pair analysis. Children perceive more unmet needs then teachers. Most adjustments are reported in the social environment dimension and inform practitioners what adjustments are perceived to be useful for children with Special Educational Needs and their teachers. Both children's and teacher's perspectives provide valuable information. Significantly, children in this study were able to identify required needs and describe adjustments. To increase participation in school occupations, children can and need to be actively included in the decision-making process.
A retrospective chart review was utilized to gather the outcomes of occupational therapy services for young children who experienced trauma. Subjects (n = 22) were between the ages of 0-5 years, had at least two adverse childhood experiences (ACES) reported, and received treatment from an occupational therapist and, either or both, a recognized mental health provider or speech-language pathologist. Caregivers of 22 subjects completed an initial Canadian Occupational Performance Measure (COPM) with the most frequently identified problem area categories of Regulation and Developmental Skill Growth. For the 10 subjects for whom a final COPM assessment was available, caregiver perception of child performance and caregiver satisfaction improved by an average of two points. Results from three additional standardized assessments showed varying results in areas tested. Results suggested receiving occupational therapy treatment within an interprofessional team led to positive outcomes for children who experienced trauma. However, further research is needed to determine the specific and most effective means to measure the outcomes of occupational therapy interventions for this population.
To pilot Therapy Together, an 8-week parent-led pediatric constraint induced movementtherapy (P-CIMT) program for preschool aged children with unilateral cerebral palsy (UCP). Five children with UCP and their caregivers participated in eight, 1 hour group sessions structured by the TEAM approach (topic, encourage, activity, and motivate). Three of the sessions were in person and 5 of the sessions were online due to COVID 19. Parent coaching and therapeutic activities for each weekly session aimed to improve a specific upper limb domain. The caregivers were asked to implement therapeutic activities 1 hour each day at home. The primary outcome measure was the Assisting Hand Assessment (AHA), scored by a blinded rater. The secondary outcome measure was the Canadian Occupational Performance Measure (COPM). Caregivers kept a log of hours completed at home, comments about implementing the program, and rated their child's unilateral and bilateral hand performance weekly. Participants demonstrated clinically significant changes in bimanual performance (AHA) with a large effect size, but statistical significance was not reached. Improvements in occupational performance and satisfaction (COPM) were clinically and statistically significant. Therapy Together is a promising P-CIMT intervention program for preschooler with UCP. The program incorporates caregiver education and coaching with caregiver-led home therapeutic activities to improve children's bimanual hand skills and occupational performance while addressing barriers to intervention access such as caregiver hesitancy in order to reduce health disparities in children with UCP.
ABSTRACT The Policy–Advocacy–Leadership (PAL) column is developed to initiate and facilitate important dialog about health care and educational policy, and develop and share the knowledge, tools, and resources that enable occupational therapy practitioners to be effective advocates for our clients, our practice, and our profession. In this column, we examine the lessons learned as we adjusted to the federal, state and local responses to the coronavirus pandemic.
