Group items tagged behavior - SSU MOT 6691 & 6692

Guidelines to the Occupational Therapy Code of Ethics - 1 views

www.pacificu.edu/...delinestoCodeofEthics-AOTA.pdf

shared by arikamarie on 18 Aug 15 - No Cached

arikamarie on 18 Aug 15

Guidelines to the Occupational Therapy Code of Ethics This is a really handy resource that provides a quick glance at the different elements of the Occupational Therapy Code of Ethics. It lists ten sections of professional behaviors under the code of ethics and each have a subset of behaviors which are appropriate under that section. The first professional behavior listed is honesty. "Professionals must be honest with themselves, must be honest with all whom they come in contact with, and must know their strengths and limitations" (AOTA, 2005). The second behavior listed is communication. "Communication is important in all aspects of occupational therapy. Individuals must be conscientious and truthful in all facets of written, verbal, and electronic communication" (AOTA, 2005). The third area of professional behavior is ensuring the common good. "Occupational therapy personnel are expected to increase awareness of the profession's social responsibilities to help ensure the common good" (AOTA, 2005). The fourth professional behavior is competence. "Occupational therapy personnel are expected to work within their areas of competence and to pursue opportunities to update, increase, and expand their competence" (AOTA, 2005). The fifth area of professional behavior is confidential and protected information. "Information that is confidential must remain confidential. This information cannot be shared verbally, electronically, or in writing without appropriate consent. Information must be shared on a need-to-know basis only with those having primary responsibilities for decision making" (AOTA, 2005). The sixth professional behavior area is conflict of interest. "Avoidance of real or perceived conflict of interest is imperative to maintaining the integrity of interactions" (AOTA, 2005). The seventh professional behavior area is impaired practitioner. "Occupational therapy personnel who cannot competently perform their duties after reasonable accommodati

<div class="cArrow"> </div><div class="cContentInner">Guidelines to the Occupational Therapy Code of Ethics This is a really handy resource that provides a quick glance at the different elements of the Occupational Therapy Code of Ethics. It lists ten sections of professional behaviors under the code of ethics and each have a subset of behaviors which are appropriate under that section. The first professional behavior listed is honesty. "Professionals must be honest with themselves, must be honest with all whom they come in contact with, and must know their strengths and limitations" (AOTA, 2005). The second behavior listed is communication. "Communication is important in all aspects of occupational therapy. Individuals must be conscientious and truthful in all facets of written, verbal, and electronic communication" (AOTA, 2005). The third area of professional behavior is ensuring the common good. "Occupational therapy personnel are expected to increase awareness of the profession's social responsibilities to help ensure the common good" (AOTA, 2005). The fourth professional behavior is competence. "Occupational therapy personnel are expected to work within their areas of competence and to pursue opportunities to update, increase, and expand their competence" (AOTA, 2005). The fifth area of professional behavior is confidential and protected information. "Information that is confidential must remain confidential. This information cannot be shared verbally, electronically, or in writing without appropriate consent. Information must be shared on a need-to-know basis only with those having primary responsibilities for decision making" (AOTA, 2005). The sixth professional behavior area is conflict of interest. "Avoidance of real or perceived conflict of interest is imperative to maintaining the integrity of interactions" (AOTA, 2005). The seventh professional behavior area is impaired practitioner. "Occupational therapy personnel who cannot competently perform their duties after reasonable accommodati</div>

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Factors affecting ethical behavior in pediatric occupational therapy: A qualitative study - 0 views

www.ncbi.nlm.nih.gov/...PMC4764293

shared by jonathanupholz on 10 Aug 16 - No Cached

jonathanupholz on 10 Aug 16

This study aimed to identify the factors influencing ethical behavior of pediatric occupational therapists at work. The researchers conducted a study of 12 currently practicing pediatric occupational therapists. Researchers interviewed these therapists with questions regarding factors affecting ethical beliefs and ethical behaviors. From the interviews, 4 main themes were revealed: 1. organizational factors (some participants believed lack of human resources or therapy space impacted ethical behaviors), 2. therapist related factors (some therapists believed that things such as self esteem, competence, family/home life all impacted ethical behaviors), 3. client family issues (some therapists thought that a child's family/parents could impact a therapists ethical behaviors. For example, a parent may instruct a therapist NOT to stop a child for crying, versus other parents instructing the therapist to punish the child for crying), and 4. Social factors (some participants believed that social factors, such as an overall societal decline in ethical behaviors, such as not having financial support systems or insurances not covering occupational therapy and thus causing for mistakes. In another perspective, participants pointed out that in the past if a patient could not pay for services the therapist would still help them, but now therapy can only be provided if they can pay for it or have enough insurance.

<div class="cArrow"> </div><div class="cContentInner">This study aimed to identify the factors influencing ethical behavior of pediatric occupational therapists at work. The researchers conducted a study of 12 currently practicing pediatric occupational therapists. Researchers interviewed these therapists with questions regarding factors affecting ethical beliefs and ethical behaviors. From the interviews, 4 main themes were revealed: 1. organizational factors (some participants believed lack of human resources or therapy space impacted ethical behaviors), 2. therapist related factors (some therapists believed that things such as self esteem, competence, family/home life all impacted ethical behaviors), 3. client family issues (some therapists thought that a child's family/parents could impact a therapists ethical behaviors. For example, a parent may instruct a therapist NOT to stop a child for crying, versus other parents instructing the therapist to punish the child for crying), and 4. Social factors (some participants believed that social factors, such as an overall societal decline in ethical behaviors, such as not having financial support systems or insurances not covering occupational therapy and thus causing for mistakes. In another perspective, participants pointed out that in the past if a patient could not pay for services the therapist would still help them, but now therapy can only be provided if they can pay for it or have enough insurance.</div>

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Fall Prevention - 0 views

The following was examined: the number and nature of OT portion of fall prevention programs, the extent to which the recommendations with regard to services and assistive devices were implemented i...

started by harrisn2 on 10 Nov 15 no follow-up yet

Antipsychotic drugs & Dementia - 0 views

When researching Alzheimer's/Dementia I saw there were a lot of sources on what the disease is and its path, behaviors, and tips for caregivers. While researching, I found an article that discusses...

started by harrisn2 on 19 Nov 15 no follow-up yet

Construct validity test of evaluation tool for professional behaviors of entry-level oc... - 1 views

www.ncbi.nlm.nih.gov/...PMC4914482

shared by jonathanupholz on 10 Aug 16 - No Cached

jonathanupholz on 10 Aug 16

This study aimed to test the construct validity of an instrument to measure professional behaviors in entry-level occupational therapy students. To do this, the researchers developed and validated an instrument that evaluates entry-level OT student professional behaviors. 718 students from 37 OT programs answered a self-assessment survey of professional behavior. The questionnaire in the survey consisted of two sections. The 1st section had questions about attributes related to professional behaviors and the second section had six items on demographic information of the respondents. From the survey, the researchers found that the most frequent student professional behavior issues were: lack of personal responsibility, social intolerance, disrespect of others, tardiness, missed appointments, excessive absences, failure to meet deadlines, and dress code violations. Another purpose of this study was to show that the instrument developed by the researchers could be indeed be validated and indeed provide valuable information that could be helpful for students as well as clinical supervisors and OT programs,

<div class="cArrow"> </div><div class="cContentInner">This study aimed to test the construct validity of an instrument to measure professional behaviors in entry-level occupational therapy students. To do this, the researchers developed and validated an instrument that evaluates entry-level OT student professional behaviors. 718 students from 37 OT programs answered a self-assessment survey of professional behavior. The questionnaire in the survey consisted of two sections. The 1st section had questions about attributes related to professional behaviors and the second section had six items on demographic information of the respondents. From the survey, the researchers found that the most frequent student professional behavior issues were: lack of personal responsibility, social intolerance, disrespect of others, tardiness, missed appointments, excessive absences, failure to meet deadlines, and dress code violations. Another purpose of this study was to show that the instrument developed by the researchers could be indeed be validated and indeed provide valuable information that could be helpful for students as well as clinical supervisors and OT programs,</div>

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Effects of Sensory Integration Intervention on Self-Stimulating and Self-Injurious Beha... - 0 views

https://ajot.aota.org/Article.aspx?articleid=1872092 This study compared the effects of occupational therapy, using a sensory integration (SI) approach and a control intervention of tabletop activ...

started by cassyschulte on 30 Nov 17 no follow-up yet

Effectiveness of Environment-Based Interventions That Address Behavior, Perception, and... - 0 views

https://ajot.aota.org/article.aspx?articleid=2646444&resultClick=3 This systematic review evaluated the effectiveness of environment-based interventions that address behavior, perception, and fall...

Neurocognitive

started by alisonnurre on 08 Dec 17 no follow-up yet

Psychosocial-Children with Behavioral and Psychosocial needs - 1 views

www.aota.org/...PSYCH_2.pdf

shared by stewarts3 on 24 Jul 14 - No Cached

stewarts3 on 24 Jul 14

This is a brief article discussing the self-determination program for children (pre-school age) who are at risk for emotional or behavioral disorders. The full citation of the article is listed below. Serna, L., Nielsen, E., Lambros, K., & Forness, S. (2000). Primary prevention with children at risk for emotional or behavioral disorders: Data on a universal intervention for Head Start classrooms. Behavioral Disorders, 26 (1), 70-84.

<div class="cArrow"> </div><div class="cContentInner">This is a brief article discussing the self-determination program for children (pre-school age) who are at risk for emotional or behavioral disorders. The full citation of the article is listed below. Serna, L., Nielsen, E., Lambros, K., & Forness, S. (2000). Primary prevention with children at risk for emotional or behavioral disorders: Data on a universal intervention for Head Start classrooms. Behavioral Disorders, 26 (1), 70-84.</div>

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FWPE 1 Clinical Reasoning Skills and Expectations of Occupational Therapy Students on F... - 1 views

www.otfieldwork.net/...clinical_reasoning_skills.pdf

clinical reasoning

shared by lannars on 22 Jul 14 - No Cached

legark on 22 Jul 14

This article discusses in detail the clinical reasoning skills that are expected from occupational therapy fieldwork students by the end of their fieldwork experience.

<div class="cArrow"> </div><div class="cContentInner">This article discusses in detail the clinical reasoning skills that are expected from occupational therapy fieldwork students by the end of their fieldwork experience.</div>

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...1 more comment...
cwaits23 on 31 Jul 14

This link is to a tool designed to assist FW educators in understanding the scoring aspect of the FWPE by providing behavioral expectations of the OT student. The information is organized by performance area. Evaluations and Screening, and Intervention are the two performance areas addressed in this link. Specific items for each performance area are then defined by the 1-4 point rating scale with behavioral examples as guidance. This tool is also a great guide for students in self-assessment of clinical reasoning skills. As we know, self-reflection is a key element of professional growth. This is a tool I plan to use occasionally during my FW to ensure competence in clinical reasoning.

<div class="cArrow"> </div><div class="cContentInner">This link is to a tool designed to assist FW educators in understanding the scoring aspect of the FWPE by providing behavioral expectations of the OT student. The information is organized by performance area. Evaluations and Screening, and Intervention are the two performance areas addressed in this link. Specific items for each performance area are then defined by the 1-4 point rating scale with behavioral examples as guidance. This tool is also a great guide for students in self-assessment of clinical reasoning skills. As we know, self-reflection is a key element of professional growth. This is a tool I plan to use occasionally during my FW to ensure competence in clinical reasoning.</div>

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jentomasch on 05 Aug 14

This source talks about clinical reasoning of OT students who are completing their fieldwork rotations. The author discusses behavioral objectives for 2 out of the 7 performance areas: Evaluation and Screening and Intervention. I believe this is a good resource for students on fieldwork.

<div class="cArrow"> </div><div class="cContentInner">This source talks about clinical reasoning of OT students who are completing their fieldwork rotations. The author discusses behavioral objectives for 2 out of the 7 performance areas: Evaluation and Screening and Intervention. I believe this is a good resource for students on fieldwork.</div>

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lannars on 09 Aug 14

The purpose of this document is to provide occupational therapy fieldwork educators with a description of behavioral expectations of students at each level on the one to four point rating scale of the FWPE

<div class="cArrow"> </div><div class="cContentInner">The purpose of this document is to provide occupational therapy fieldwork educators with a description of behavioral expectations of students at each level on the one to four point rating scale of the FWPE</div>

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Effectiveness of Interventions to Improve Social Participation, Play, Leisure, and Rest... - 0 views

ajot.aota.org/article.aspx

shared by arikamarie on 11 Nov 15 - No Cached

arikamarie on 11 Nov 15

Effectiveness of Interventions to Improve Social Participation, Play, Leisure, and Restricted and Repetitive Behaviors in People With Autism Spectrum Disorder: A Systematic Review This systematic review discusses a variety of interventions to improve social participation, play, leisure, and repetitive behavior for children with Autism Spectrum Disorder. This review found that social skills groups, the Picture exchange Communication System, joint attention interventions, and parent-mediated strategies can improve social participation. The interventions for the areas of play, leisure and repetitive behaviors weren't found to have quite at significant results.

<div class="cArrow"> </div><div class="cContentInner">Effectiveness of Interventions to Improve Social Participation, Play, Leisure, and Restricted and Repetitive Behaviors in People With Autism Spectrum Disorder: A Systematic Review This systematic review discusses a variety of interventions to improve social participation, play, leisure, and repetitive behavior for children with Autism Spectrum Disorder. This review found that social skills groups, the Picture exchange Communication System, joint attention interventions, and parent-mediated strategies can improve social participation. The interventions for the areas of play, leisure and repetitive behaviors weren't found to have quite at significant results.</div>

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Psychosocial Needs (in children) - 0 views

Often, children who are rejected by their peers are disruptive and socially aggressive. Compared with classmates who are accepted or neglected, they are more likely to experience continued social p...

Bierman K. L. Miller C. & Stabb S. D. (1987). Improving the social behavior and peer acceptance of rejected boys: Effects skill training with instructions prohibitions. Journal Consulting Clinical Psychology 55 194-200

started by kolodziejs on 14 Nov 15 no follow-up yet

Sensory vs. Behavior - 0 views

Link: https://theanonymousot.com/2013/03/28/is-it-sensory-behavior-or-both/ A lot of the time, within the school setting, a finger gets pointed at sensory issues, but it also gets pointed at behav...

started by caitlynharvey on 19 Sep 17 no follow-up yet

Perceptions of Effective Professional Behavior - 0 views

Article: Scheerer, C. R. (2003). Perceptions of effective professional behavior feedback: Occupational therapy student voices. American Journal of Occupational Therapy, 57(2), 205-214. I found thi...

started by caitlynharvey on 06 Sep 17 no follow-up yet

The Challenges and Opportunities of Teaching "Generation Y" - 0 views

www.ncbi.nlm.nih.gov/...PMC3244307

professionalism

shared by kristenetris on 09 Aug 17 - No Cached

kristenetris on 09 Aug 17

This article targets educators of generation Y, or those born between 1982-2000. The authors break down each aspect of the millennial generation including how to teach them, how to relate to them within an educational setting, characteristics such as working in teams, the misconceptions such as selfishness, and particularly how this all relates to professional behavior. In regards to professionalism this article focuses on that educators showed stress teaching observable behaviors, have explicit--black and white--communication style, and provide clear expectations to follow. All things that I would agree, I appreciate in the workplace.

<div class="cArrow"> </div><div class="cContentInner">This article targets educators of generation Y, or those born between 1982-2000. The authors break down each aspect of the millennial generation including how to teach them, how to relate to them within an educational setting, characteristics such as working in teams, the misconceptions such as selfishness, and particularly how this all relates to professional behavior. In regards to professionalism this article focuses on that educators showed stress teaching observable behaviors, have explicit--black and white--communication style, and provide clear expectations to follow. All things that I would agree, I appreciate in the workplace. </div>

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Efficacy of the Get Ready to Learn Yoga Program Among Children With Autism Spectrum Dis... - 0 views

ajot.aota.org/article.aspx

EBP

shared by dietrichc2 on 15 Oct 17 - No Cached

dietrichc2 on 15 Oct 17

This study used a pretest-postost control group design to determine whether or not the Get Ready to Learn (GRTL) classroom yoga program decreased challenging behaviors in children with ASD. The intervention group participated in the GRTL yoga program for 16 weeks while the control group went through their morning routine as usual. Challenging behaviors were assessed in both groups by using standardized measures and behavior coding before and after the intervention. The study found that daily classroom wide yoga interventions has a significant impact on key classroom behaviors among children with ASD.

<div class="cArrow"> </div><div class="cContentInner">This study used a pretest-postost control group design to determine whether or not the Get Ready to Learn (GRTL) classroom yoga program decreased challenging behaviors in children with ASD. The intervention group participated in the GRTL yoga program for 16 weeks while the control group went through their morning routine as usual. Challenging behaviors were assessed in both groups by using standardized measures and behavior coding before and after the intervention. The study found that daily classroom wide yoga interventions has a significant impact on key classroom behaviors among children with ASD.</div>

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Animal assisted therapy for elderly residents of a skilled nursing facility - 0 views

www.sciedu.ca/...5734

shared by allisonlarison on 14 Nov 16 - No Cached

allisonlarison on 14 Nov 16

The number of residents in long-term nursing facilities with dementia and cognitive impairments is continuing to increase each year. Many studies have shown decreases in quality of life for residents with these diagnoses. This article studies the effects of animal assisted therapy compared to human interactions on social behaviors and engagement among elderly patients with dementia in a long-term care facility. Patients were randomly divided into two groups, a group with human interactions and a group with animal assisted therapy. The study was conducted over a two-week period of time. The human interaction group consisted on one-on-one time with general conversation and reading and looking at pictures in the newspaper. The animal assisted therapy group consisted of petting, brushing and talking to the dogs. Data was collected using the Demographic and Pet History Questionnaire and the Social Behaviors checklist. The results showed that animal assisted therapy had a positive impact on social behaviors and increased engagement in activities, while also decreasing incidents requiring staff members.

<div class="cArrow"> </div><div class="cContentInner">The number of residents in long-term nursing facilities with dementia and cognitive impairments is continuing to increase each year. Many studies have shown decreases in quality of life for residents with these diagnoses. This article studies the effects of animal assisted therapy compared to human interactions on social behaviors and engagement among elderly patients with dementia in a long-term care facility. Patients were randomly divided into two groups, a group with human interactions and a group with animal assisted therapy. The study was conducted over a two-week period of time. The human interaction group consisted on one-on-one time with general conversation and reading and looking at pictures in the newspaper. The animal assisted therapy group consisted of petting, brushing and talking to the dogs. Data was collected using the Demographic and Pet History Questionnaire and the Social Behaviors checklist. The results showed that animal assisted therapy had a positive impact on social behaviors and increased engagement in activities, while also decreasing incidents requiring staff members.</div>

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Professionalism - 0 views

www.uwlax.edu/...johnson-et-al.pdf

shared by tracicarpenter on 05 Oct 14 - No Cached

tracicarpenter on 05 Oct 14

This qualitative study adds to the limited knowledge of OT practitioners in the rural settings.The study gave view points that OT's in the rural setting are not just generalists. This search went under the category of professionalism as this is a behavior that changes with the setting and population that you deal with.

<div class="cArrow"> </div><div class="cContentInner">This qualitative study adds to the limited knowledge of OT practitioners in the rural settings.The study gave view points that OT's in the rural setting are not just generalists. This search went under the category of professionalism as this is a behavior that changes with the setting and population that you deal with.</div>

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tracicarpenter on 05 Oct 14

This qualitative study adds to the limited knowledge of OT practitioners in the rural settings.The study gave view points that OT's in the rural setting are not just generalists. This search went under the category of professionalism as this is a behavior that changes with the setting and population that you deal with.

<div class="cArrow"> </div><div class="cContentInner">This qualitative study adds to the limited knowledge of OT practitioners in the rural settings.The study gave view points that OT's in the rural setting are not just generalists. This search went under the category of professionalism as this is a behavior that changes with the setting and population that you deal with.</div>

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Ethics - 2 views

Olson, L., & Moulton, H. (2004). Use Of Weighted Vests In Pediatric Occupational Therapy Practice. Physical & Occupational Therapy in Pediatrics, 24(3), 45-60. The aim of this study was to investi...

started by kolodziejs on 17 Aug 15 no follow-up yet

Evidenced-Based Practice - 0 views

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. America...