This paper explores pedagogical approaches for teaching Chinese graduate health science students by identifying students' perceptions of teaching and learning strategies that support learning. This study used a survey design to answer the research question: "How do Chinese English as a Foreign Language (EFL) graduate health science students perceive the impact of teaching pedagogies on their educational experience?" Descriptive methods and the Friedman test were used to analyze the data. Data from 34 completed surveys revealed that students perceive responsive instruction and guided feedback (clear, frequent, verbal, and written) as most beneficial to learning. Advance access to notes and materials also supported learning. Student-led oral discussions and nonverbal communications (via student response systems) were deemed less beneficial. Students valued the opportunity to learn and practice clinical skills in the classroom and the clinic. These findings highlight the need for Western instructors to modify teaching strategies to meet the needs of the EFL learner while maintaining the rigor of the health science curriculum content.

Date Presented 04/03/2025 This study addresses the literature gap related to families' perception of the transition from early intervention to the school. Themes identifying the components of successful transition planning and strategies to support OT practice are discussed. Primary Author and Speaker: Jeryl D. Benson Additional Authors and Speakers: Johnna Estep, Kelly Gregoire, Halie Mayfield

IMPORTANCE:Static picture (SP) schedules are an established intervention for children with autism spectrum disorder (ASD), but the use of video modeling (VM) has not been thoroughly investigated. OBJECTIVE:To compare the effectiveness of VM prompts versus SP prompts in improving autistic children's independence with daily living skills. DESIGN:An experimental alternating treatment design. SETTING:Approved private school for children with disabilities. PARTICIPANTS:Seventeen participants (13 male and 4 female; ages 9-18 yr) with an ASD diagnosis. INTERVENTION:Visual prompts using a tablet were provided during task participation, with data collected in two phases. OUTCOMES AND MEASURES:Type and frequency of the prompts required to complete the task were documented for each participant during the intervention session. RESULTS:Both VM and SP conditions resulted in improvements in at least one phase. Most participants demonstrated a decrease in the number of required cues to complete the task and an increase in independence to complete the task. The decrease in number of cues required from baseline to end of data collection indicated clinically meaningful improvement in task completion. CONCLUSION:Both VM and SP prompts resulted in an increase in independence in daily living skills, with most participants demonstrating improvement in either condition, indicating that the use of visual prompts (either VM or SP) is effective with the ASD population. Plain-Language Summary: Occupational therapy practitioners who work with autistic children and adolescents often identify improving daily living skills as a goal area. Findings from this study build on evidence that supports the use of a visual aid (either static picture or video modeling) to improve autistic children's acquisition of daily living skills. The findings also highlight emerging evidence related to the level of function and effectiveness associated with the type of visual cue. Positionality Statement: This article primarily uses identity-first language (i.e., autistic person) and at times person-first language (i.e., person with autism) to reflect the variability in the language preferences of the autism community (Lord et al., 2022).

Date Presented 04/22/2023 This poster will introduce the use of video modeling versus static picture schedules as an intervention for supporting participation in daily living skills for children with autism spectrum disorder (ASD). Primary Author and Speaker: Alivia Cartwright Additional Authors and Speakers: Jeryl D. Benson, Deborah Smitsky Contributing Authors: Kimberly Szucs

Aims To evaluate the feasibility of implementing the Supporting and Enhancing NICU Sensory Experiences (SENSE) program with adaptations to increase positive sensory exposure for infants born preterm, support neonatal neurodevelopment, and decrease parent stress. Methods Eight infants born between 28 and 33 weeks were recruited within one week of birth. Parents, trained in the program, delivered the SENSE protocol. The first author provided up to 1 h of sensory input on weekdays when a parent could not be present. Results Recruitment and retention rates were 87.5% and 100%, respectively. Recruitment and initial parent education and training averaged 37.5 min. On average, parents were present in the NICU 85.1% of days; they participated in SENSE for an average of 515.5 min. SENSE dose recommendations were not consistently met. Weekly infant assessments and regular parent check ins averaged 22.5 and 13.8 min, respectively. Post-assessments revealed normal scores on a neurodevelopmental assessment, low parent stress, and high parent satisfaction. Conclusions The recruitment and retention rates suggest high demand to participate. Outcomes for parent stress and neonatal neurodevelopment support continuation of SENSE. Time commitment for implementation, coupled with supporting families in meeting dose recommendations, suggest a need for a neonatal therapist to promote sustainability.

Date Presented 03/31/2022 Children with autism spectrum disorder (ASD) often have challenges with classroom participation, many of which are attributed to sensory processing. This study used an individualized sensory activity schedule (SAS) during work time to determine the impact of the SAS on on-task behavior. Results indicate that use of an SAS embedded within classroom work may result in a decrease in the number of teacher-provided cues required during classwork. A school is the primary context for children with ASD, and the use of an SAS may support participation. Primary Author and Speaker: Jeryl D. Benson Additional Authors and Speakers: Meghan Blaskowitz Contributing Authors: Deborah Smitsky, Aleyna Collins, Erica Chippich, Claire Connell

Occupational Therapists often use interventions that support sensory processing. Interventions may include Ayres sensory integration, sensory based intervetnions or use of sensory input built into the childs routine. This quasi-experimental study explored the effects of a sensory activity schedule (SAS) on the on-task behaviors of children with Autism Spectrum Disorder (ASD) during independent work time. Using a single subject, A-B-A-B design with a non-SAS phase (A) and SAS phase (B), the type and frequency of prompts for completion of work tasks were recorded and analyzed from a convenience sample of 7 participants with ASD in a special education classroom. The results are mixed. Visual analysis of participant data demonstrated that all participants displayed level changes and an overall decrease in the mean number of cues they required to remain on-task, although there was a high variability within phases. These results suggest that child-specific sensory activities may have a positive effect on on-task behaviors during some tasks while having no effect at other times. The use of a SAS resulted in a decrease in teacher cues required for on-task behavior for some participants but had minimal or no impact for other participants. Additional research is needed.

IMPORTANCE Occupational therapy practitioners should understand the barriers faced by young adults with intellectual and developmental disabilities (IDD) who are attempting a successful transition to postsecondary work, higher education, community and social activities, and living opportunities so they can better advocate for them and tailor their involvement in the transition process. OBJECTIVE To explore the lived experience of parents of adolescents with IDD participating in the transition process. DESIGN Phenomenological design. SETTING Community-based setting with interviews occurring face-to-face in the participants' home or via telephone. PARTICIPANTS Eleven parents of adolescents and young adults (ages 16-22 yr) with IDD. Outcomes and Measures: Semistructured interviews focusing on parent and family experiences with the transition process. RESULTS Seven themes emerged from the data representing parent perceptions related to the use or lack of person-centered practices, needing more communication from the team, frustration with being the driving force of progress, feelings of defeat, gaps between programming options, positive team collaboration, and planning for the future. CONCLUSIONS AND RELEVANCE Parents identified person-centered planning, guidance from school staff, and resource sharing as desired practices in the transition planning process. The outcomes indicate that some aspects of the transition process have not changed in several decades. What This Article Adds: Occupational therapy practitioners are optimally positioned to remediate transition issues; therefore, it is essential that they assert their integral role in the transition planning process to increase self-determination and quality of life for all adolescents and young adults with IDD.

This quasi-experimental study explored the effects of sensorimotor strategies on improving attention and in-seat behavior of preschoolers with autism spectrum disorder (ASD). Using a single subject, B-A-B-A design with a sensorimotor phase (B) and non-sensorimotor phase (A), duration of attention and in-seat behavior were recorded and analyzed from a convenience sample of three participants with ASD in an integrated preschool classroom. Results indicated there were observable but inconsistent positive changes observed in attention and in-seat behavior during phases with the application of sensorimotor strategies. These findings suggest that sensorimotor strategies may be useful in increasing the average time a preschooler with ASD spends attending in the classroom, affording them the opportunity for self-modulation and participation in the educational process.

Date Presented 03/26/20 Children with FASD experience self-regulation deficits. This study identified the effects of the Alert Program on children with FASD. All participants had sensory, emotional, and behavioral regulation deficits identified by the Behavior Rating Inventory of Executive Function 2 (BRIEF 2) and Sensory Profile 2. Results on the BRIEF 2 were both clinically and statistically significant with a specific increase in behavioral and emotional regulation skills. Primary Author and Speaker: Lindsay Layer Contributing Authors: Jeryl Benson

Date Presented 03/26/20 This phenomenological study sought to understand the perspectives of adolescents ages 16 to 21 with IDD who are transitioning out of an educational setting, as well as the perspectives of their parents. Results indicate that parents of adolescents with IDD do not feel adequately supported by the transition team. Themes related to team interaction, emotions, and communication will be discussed. Implications for the role of OT in successful transition will be shared. Primary Author and Speaker: Rachel Tokarski Additional Authors and Speakers: Jeryl Benson Contributing Authors: Ashlyn Geubtner

Date Presented 04/04/19 This study explores whether sensorimotor strategies embedded in activity in a classroom have an effect on attention and in-seat behaviors in preschoolers with autism spectrum disorder. Providing sensorimotor strategies in the classroom experience can give children the opportunity to increase participation and self-regulatory behavior while improving attention for optimal performance in the least restrictive environment. Primary Author and Speaker: Ashley Blough Additional Authors and Speakers: Jeryl Benson, Elena Donoso Brown Contributing Authors: Debbie Smitsky

Date Presented 4/19/2018 The purpose of this study was to determine the effects of alternative seating on attention and in-seat behavior of preschoolers with autism. Preliminary results indicate that alternative seating was effective in improving attention. Results advance the profession as school therapists may recommend alternative seating. Primary Author and Speaker: Kristen Morgus Additional Authors and Speakers: Jeryl Benson, Elena Donoso Brown, and Deborah Smitsky

Instructors are increasingly integrating interprofessional education (IPE) activities into academic programs to address curricular demands. IPE aims to increase the quality of collaborative services provided to patients. This article describes a case-based IPE activity designed for occupational therapy and speech-language pathology graduate students. This activity was designed as a small-scale integration of IPE to compliment large scale, multi-discipline learning activities. Students from two courses participated in an IPE activity that included one online and one in-class activity. The purpose of the activity was for students to gain knowledge of their respective roles in augmentative and alternative communication services. Students perceived increased knowledge and skills following this activity. Despite the somewhat small scale of this educational intervention, the instructors viewed the activity a valuable addition to their courses.

Aim: The primary purpose of this study was to investigate the role of sensory-based intervention in school-based occupational therapy. The research questions are: 1. How do school-based occupational therapists (OTs) describe the role of sensory-based intervention (SBI) in an educational setting? 2. Which current practice trends influence sensory-based occupational therapy practice? Methods: Descriptive statistics were generated to summarize current school-based practice trends. Qualitative analysis resulted in the identification of categories related to school-based practice. Participants (N = 94) reported the positive impact of sensory-based interventions in the schools, the challenge of the school context, the value of both teacher and team collaboration, the limitations and challenges to parent collaboration, and the sensory resources within the school context. Results: Results indicate that school-based practitioners should focus on educational and social participation of the students. Conclusion: Outcomes indicate the primary means of improving student participation is via team education and advocacy.

Date Presented 3/31/2017 This mixed-design study explores the prevalence and role of sensory-based interventions in school-based occupational therapy. This study contributes to a greater awareness of the prevalence and trends of current sensory-based interventions used by school-based occupational therapists. Primary Author and Speaker: Meghan Roach Additional Authors and Speakers: Emily Breisinger, Jeryl Benson

Journal clubs are used in both clinical and academic settings in order for clinicians and students to utilize current best-practices, become competent in evidence based practice and develop critical appraisal skills. Journal clubs encourage students to practice searching for relevant research, critically appraising articles, and contributing to open discussions with peers. Establishing the practice of reading and critiquing literature in the classroom can enable the creation of a habit of using current evidence when students enter practice. This article describes a strategy for delivering a structured academic journal club to support the learning of evidence based practice skills and students' perception of the journal club, including their overall satisfaction, knowledge base skills, and presentation skills. Students had an overall positive experience and perception of the guided journal club activity. From the instructor's perspective, this assignment was an excellent opportunity to engage students in learning the process of evidence based practice.

OBJECTIVE:To assess student learning in two intervention courses when using a student response system (SRS) in combination with content quizzes (CQ) as a teaching/ learning strategy.METHODS:A within-subject design was used to evaluate the effectiveness of SRS use in combination with CQ on initial learning and retention of course content across two health science graduate-level courses. Thirty-three graduate students were enrolled in each course, and 24 participated in the study. Course exam questions were divided between content covered with standard course instruction including CQ and content covered with CQ and the SRS (CQ-SRS). Performance on these exam questions was analyzed with a two-tailed t-test, and odds ratios were calculated.RESULTS:Students performed significantly better 6 months later on CQ-SRS-based questions.CONCLUSION:Findings of this study suggest that use of a SRS with CQ supports initial learning and enhances long-term retention of course content better than use of CQ alone.

This article investigates the outcomes of a journal club on the evidence-based practice (EBP) skills of school-based practitioners. Participants' knowledge, attitudes, and perceptions of EBP were collected using pre- and postsurveys following 6 monthly journal club sessions. Participants identified time, availability of articles, and decreased understanding of results as barriers. On the postsurvey, participants reported improvements in comfort with evidence-based skills, including leading an EBP discussion, using evidence in documentation, and referring colleagues to appropriate evidence-based resources. Journal club sessions improved practitioners' comfort with the ability to discuss and utilize evidence-based resources.