Case-Smith, J., Frolek Clark, G. J., & Schlabach, T. L. (2013). Systematic review of interventions used in occupational therapy to promote motor performance for children ages birth-5 years. American Journal of Occupational Therapy, 67, 413-424. http://dx.doi.org/10.5014/ajot.2013.005959
The article examined the research evidence for interventions used in occupational therapy to promote the motor performance of young children ages 0-5 years old. The study suggests that although the developmental frame of reference is an essential foundation for all practice with children, interventions that are built solely on developmental theory have minimal effects on motor outcomes. Efficacious interventions apply theory-grounded, research-based learning, and behavioral techniques. In summary, motor interventions that resulted in significant changes in children's motor performance incorporated use of meaningful play activities, family, functional goals, and social elements. Successful interventions were based on dynamic systems therapy and motor learning theory, reinforcing the importance of building intervention principles and strategies on research-based theories. Using behavioral (e.g., shaping, reinforcement, fading) and learning (e.g., cueing, motivating, scaffolding, presenting a just-right challenge) principles to undergird intervention strategies appears to be more potent than intervention guided solely by developmental and neurodevelopmental theories. Of the intervention approaches used in occupational therapy, those that embed behavioral and learning principles appear to show positive effects.
started by kolodziejs on 17 Aug 15
The article examined the research evidence for interventions used in occupational therapy to promote the motor performance of young children ages 0-5 years old. The study suggests that although the developmental frame of reference is an essential foundation for all practice with children, interventions that are built solely on developmental theory have minimal effects on motor outcomes. Efficacious interventions apply theory-grounded, research-based learning, and behavioral techniques. In summary, motor interventions that resulted in significant changes in children's motor performance incorporated use of meaningful play activities, family, functional goals, and social elements. Successful interventions were based on dynamic systems therapy and motor learning theory, reinforcing the importance of building intervention principles and strategies on research-based theories. Using behavioral (e.g., shaping, reinforcement, fading) and learning (e.g., cueing, motivating, scaffolding, presenting a just-right challenge) principles to undergird intervention strategies appears to be more potent than intervention guided solely by developmental and neurodevelopmental theories. Of the intervention approaches used in occupational therapy, those that embed behavioral and learning principles appear to show positive effects.