Group items tagged instructions - SSU MOT 6691 & 6692

Handwriting Instruction in Elementary Schools - 0 views

https://ajot.aota.org/article.aspx?articleid=1870050 This study is about how elementary students need structured instruction to develop the motor skill of writing. School-based occupational therap...

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

In Depth Review of the Multiple Errands Test (MET) - Stroke Engine - 0 views

www.strokengine.ca/...met_indepth

assessments inpatient care ADL function

shared by alliejpeugh on 14 Nov 16 - No Cached

alliejpeugh on 14 Nov 16

This test could be used in acute care. This assessment offers a hospital version (MET_HV) that would be appropriate in the VA setting. This test was developed for use with a wider range of participants than the original version; it has more concrete rules, simplification of task demands and space provided on the instruction sheet for the patient to record the information they were to collect. There are 12 separate subtasks within four sets of simple tasks. These four task sets are as follows: 1. The patient must complete six specific errands (purchase 3 items, use the phone, collect and envelope from reception and send a letter to an external address), 2. The patient must obtain and write down four items of designated information (e.g. the opening time of a shop on Saturday), 3. The patient must meet the assessor outside of the hospital reception in 20 minutes after the test had begun and state the time, 4. The client must inform the assessor when he/she finishes the test. The test cannot be administered to patients confined to bed due to the nature of the questions. The test would be difficult to complete on patients instructed to only get up with help as they would have to have a nurse available at the time they need to meet some of the task requirements. Both validity and reliability have been established for this test for various populations (see citation for specifics).

<div class="cArrow"> </div><div class="cContentInner">This test could be used in acute care. This assessment offers a hospital version (MET_HV) that would be appropriate in the VA setting. This test was developed for use with a wider range of participants than the original version; it has more concrete rules, simplification of task demands and space provided on the instruction sheet for the patient to record the information they were to collect. There are 12 separate subtasks within four sets of simple tasks. These four task sets are as follows: 1. The patient must complete six specific errands (purchase 3 items, use the phone, collect and envelope from reception and send a letter to an external address), 2. The patient must obtain and write down four items of designated information (e.g. the opening time of a shop on Saturday), 3. The patient must meet the assessor outside of the hospital reception in 20 minutes after the test had begun and state the time, 4. The client must inform the assessor when he/she finishes the test. The test cannot be administered to patients confined to bed due to the nature of the questions. The test would be difficult to complete on patients instructed to only get up with help as they would have to have a nurse available at the time they need to meet some of the task requirements. Both validity and reliability have been established for this test for various populations (see citation for specifics). </div>

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music and mental health.pdf - 0 views

shared by Megan Applegate on 06 Aug 16 - No Cached

Megan Applegate on 06 Aug 16

Individuals experiencing mental health disorders are susceptible to impairments in occupational functioning due to decreased concentration, memory, thought processes, insight, judgement, decision-making, reality orientation, regulating emotions, understanding perception, motivation, and psycho-motor activity. This is a quantitative study out of the South American Journal of Occupation Therapy that studied the effects of slow vs. fast tempo of music on symptoms of psychosis during occupation. There were 160 individuals with diagnosed psychological disorders in a psych hospital in South Africa. The subjects participated in a leatherwork activity while listening to either fast paced/upbeat music or low tempo/slow music. Attention/focus, ability to follow instructions, directedness towards the activity, and motivation were measured in groups of individuals who had psycho-motor agitation or psycho-motor inhibition psychosis. The study found that listening to music during an activity has the ability to improve all three variables in both agitation and inhibited-motor psychosis. Fast-paced tempo significantly improves attention in individuals with inhibited motor-psychosis. The ability to follow instructions improved in both fast and slow tempo music for both agitated and inhibited individuals. Directedness and motivation did not significantly improve in any of the groups. This study indicates that music can improve the ability to perform occupations and activities in individuals with mental health disorders. Music is very individualized and it may be difficult for OT practitioners to work with groups of individuals when introducing music. IT is important for an OT to gather a good understanding of a patient's preferences and determine if they would be a good candidate for the use of music during therapy. More research is recommended in this area to further determine the effects of music on occupation in this population.

<div class="cArrow"> </div><div class="cContentInner">Individuals experiencing mental health disorders are susceptible to impairments in occupational functioning due to decreased concentration, memory, thought processes, insight, judgement, decision-making, reality orientation, regulating emotions, understanding perception, motivation, and psycho-motor activity. This is a quantitative study out of the South American Journal of Occupation Therapy that studied the effects of slow vs. fast tempo of music on symptoms of psychosis during occupation. There were 160 individuals with diagnosed psychological disorders in a psych hospital in South Africa. The subjects participated in a leatherwork activity while listening to either fast paced/upbeat music or low tempo/slow music. Attention/focus, ability to follow instructions, directedness towards the activity, and motivation were measured in groups of individuals who had psycho-motor agitation or psycho-motor inhibition psychosis. The study found that listening to music during an activity has the ability to improve all three variables in both agitation and inhibited-motor psychosis. Fast-paced tempo significantly improves attention in individuals with inhibited motor-psychosis. The ability to follow instructions improved in both fast and slow tempo music for both agitated and inhibited individuals. Directedness and motivation did not significantly improve in any of the groups. This study indicates that music can improve the ability to perform occupations and activities in individuals with mental health disorders. Music is very individualized and it may be difficult for OT practitioners to work with groups of individuals when introducing music. IT is important for an OT to gather a good understanding of a patient's preferences and determine if they would be a good candidate for the use of music during therapy. More research is recommended in this area to further determine the effects of music on occupation in this population.</div>

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Reaching with CVA vs nonCVA - 0 views

Lin and colleagues conducted a research study to investigate how verbal instructions and target location interact to influence reaching movement of the less-affected limb in participants with unila...

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

Ethical Decision-making in OT and PT - 1 views

faculty.ksu.edu.sa/...6.pdf

shared by bleist36 on 29 Jul 14 - No Cached

bleist36 on 29 Jul 14

This article examines the longitudinal effects that a specific OT and PT program within a specific university affect ethical decision-making in their students. The study examined two classes of students and administered the Defining Issues Test (DIT) which according to the article is suppose to be a fairly valid measure. The test was administered on the first day of class and then in the final semester of the students coursework. The results found that the formation of ethics can be a difficult process. The study states that age is a huge factor in this process. Students over 30 years old appear to have formed and be set in their own ethical decision making process. Also, the study found that with at least this program, the students were not provided with enough coursework and instruction in ethical decision-making. The authors suggest that programs provide three to twelve weeks of instruction on ethics as opposed to the typical intermittent instruction throughout coursework. Overall, I found this to be interesting to consider. Overall, I feel that the program is set-up really well. However, I must admit that I would be curious if we had a course that was specifically aimed at ethics. Perhaps this will occur when the program moves to a doctorate degree.

<div class="cArrow"> </div><div class="cContentInner">This article examines the longitudinal effects that a specific OT and PT program within a specific university affect ethical decision-making in their students. The study examined two classes of students and administered the Defining Issues Test (DIT) which according to the article is suppose to be a fairly valid measure. The test was administered on the first day of class and then in the final semester of the students coursework. The results found that the formation of ethics can be a difficult process. The study states that age is a huge factor in this process. Students over 30 years old appear to have formed and be set in their own ethical decision making process. Also, the study found that with at least this program, the students were not provided with enough coursework and instruction in ethical decision-making. The authors suggest that programs provide three to twelve weeks of instruction on ethics as opposed to the typical intermittent instruction throughout coursework. Overall, I found this to be interesting to consider. Overall, I feel that the program is set-up really well. However, I must admit that I would be curious if we had a course that was specifically aimed at ethics. Perhaps this will occur when the program moves to a doctorate degree.</div>

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Systematic Review of Interventions to Promote Social-Emotional Development in Young Chi... - 0 views

ajot.aota.org/article.aspx

shared by cwaits23 on 18 Nov 14 - No Cached

cwaits23 on 18 Nov 14

With the intention of synthesizing research on OT interventions used to promote social-emotional development in young children with or at risk for disabilities, Jane Case-Smith reviewed and organized 23 studies into 5 themes. These 5 themes include: 1) touch-based interventions to enhance calming and parent-infant bonding, 2) relationship-based interventions to promote positive caregiver-child interactions, 3) joint attention interventions, 4) naturalistic preschool interventions to promote peer-to-peer engagement, and 5) instruction-based interventions to teach children appropriate social behaviors. Touch-based interventions were supported through research with infants in the NICU and showed higher cognition at 12 months than the control group. Relationship-based interventions were supported through research with children with ASD, institutionalized children, and children who spent time in the NICU. Joint attention interventions were supported for use with Autism Spectrum Disorder. Peer-to-peer engagement interventions were supported with the use of computer activities, toys, etc. Instruction-based interventions demonstrated that specific instruction in socially appropriate behavior appears to have moderately positive effects on improving children's social competence.

<div class="cArrow"> </div><div class="cContentInner">With the intention of synthesizing research on OT interventions used to promote social-emotional development in young children with or at risk for disabilities, Jane Case-Smith reviewed and organized 23 studies into 5 themes. These 5 themes include: 1) touch-based interventions to enhance calming and parent-infant bonding, 2) relationship-based interventions to promote positive caregiver-child interactions, 3) joint attention interventions, 4) naturalistic preschool interventions to promote peer-to-peer engagement, and 5) instruction-based interventions to teach children appropriate social behaviors. Touch-based interventions were supported through research with infants in the NICU and showed higher cognition at 12 months than the control group. Relationship-based interventions were supported through research with children with ASD, institutionalized children, and children who spent time in the NICU. Joint attention interventions were supported for use with Autism Spectrum Disorder. Peer-to-peer engagement interventions were supported with the use of computer activities, toys, etc. Instruction-based interventions demonstrated that specific instruction in socially appropriate behavior appears to have moderately positive effects on improving children's social competence.</div>

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ethics - 0 views

This article examined the inclusion of ethics courses in various OT and PT programs in Canada. When identifying potential courses, the researchers examined the syllabus descriptions of courses wit...

http:__www.medsp.umontreal.ca_IRSPUM_DB_pdf_27444.pdf

started by bleist36 on 12 Nov 14 no follow-up yet

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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Conceptual Model for the Instruction and Supervision of Treatment Planning - 0 views

ajot.aota.org/article.aspx

shared by stewarts3 on 02 Aug 14 - No Cached

stewarts3 on 02 Aug 14

This AJOT article, published in 1987, is titled a Conceptual Model for the Instruction and Supervision of Treatment Planning. It discusses methods of applying principles of supervision to occupational therapy practice. It also provides some insight into the process and requirements of supervision for OTRs and COTAs as well.

<div class="cArrow"> </div><div class="cContentInner">This AJOT article, published in 1987, is titled a Conceptual Model for the Instruction and Supervision of Treatment Planning. It discusses methods of applying principles of supervision to occupational therapy practice. It also provides some insight into the process and requirements of supervision for OTRs and COTAs as well.</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

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

Evidence-Based Practice: Occupational Therapy for RA - 1 views

The study was to determine whether OT interventions (classified as comprehensive therapy, training of motor function, training of skills, instruction on joint protection and energy conservation, co...

http:__onlinelibrary.wiley.com_doi_10.1002_14651858.CD003114.pub2_abstract;jsessionid=34D3890DDB06D16BF7C608DCAB5637E0.f01t01?userIsAuthenticated=false&deniedAccessCustomisedMessage=

started by nicarobe88 on 04 Nov 15 no follow-up yet

Evidence-based information-seeking behaviors of occupational therapists - 0 views

Gilman, I. P., M.L.I.S. (2011). Evidence-based information-seeking behaviors of occupational therapists: A survey of recent graduates * *. Journal of the Medical Library Association, 99(4), 307-10....

started by robmoat on 06 Dec 17 no follow-up yet

Clinical Reasoning in School Based OT - 0 views

www.med.unc.edu/...ocsci

shared by caydel29 on 19 Oct 15 - No Cached

caydel29 on 19 Oct 15

The scope of this handout created by North Carolina Department of Public Instruction is a guide for school based therapist when determining if a child is in need of services in the school. This document states that if the child cannot have access to their education or will not experience educational benefit then occupational therapy services are relevant and could be necessary in order to enhance the child's educational success. Alternatively, this handout also addresses when occupational therapy services are not warranted. Some indicators to know when services are not needed include 1) the needs can be addressed by a special educator or school faculty 2) can needs be addressed during non school hours and/or 3) will providing services lead to an unnecessary gaps or contraindications with other necessary services. These simple guidelines can help the therapist to clinically reason if the student requires services and why or why not. Another great piece of this handout is discussing when occupational therapy services can be discontinued. This section helps the therapist walk through the necessary step in order to accurately determine if services are still needed.

<div class="cArrow"> </div><div class="cContentInner">The scope of this handout created by North Carolina Department of Public Instruction is a guide for school based therapist when determining if a child is in need of services in the school. This document states that if the child cannot have access to their education or will not experience educational benefit then occupational therapy services are relevant and could be necessary in order to enhance the child's educational success. Alternatively, this handout also addresses when occupational therapy services are not warranted. Some indicators to know when services are not needed include 1) the needs can be addressed by a special educator or school faculty 2) can needs be addressed during non school hours and/or 3) will providing services lead to an unnecessary gaps or contraindications with other necessary services. These simple guidelines can help the therapist to clinically reason if the student requires services and why or why not. Another great piece of this handout is discussing when occupational therapy services can be discontinued. This section helps the therapist walk through the necessary step in order to accurately determine if services are still needed.</div>

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Component skills for pre-writing in early childhood - 1 views

http://www.occupationaltherapy.com/files/event/01300/01352/hgillespiepreschoolhandout.pdf The link is for a handout covering component skills for pre-writing in early childhood. The handout cover...

started by laurenmbaker on 01 Oct 15 no follow-up yet

Daily Activities After Hip Replacement - 0 views

After hip surgery in the acute setting, occupational therapy works with the patient to instruct in energy conservation, proper body techniques, joint precautions that may limit functional activity,...

Occupational Therapy Orthopedics Joint Hip

started by anthonyroscoe on 12 Aug 16 no follow-up yet

Supervision - 5 views

This study looked at whether supervising an occupational therapy student lowered the clinical instructor's productivity ratings due to having to instruct the student throughout treatments and evalu...

http:__ajot.aota.org_article.aspx?articleid=2087155&resultClick=3

started by whitleyjo on 20 Jul 15 no follow-up yet

Supervision Involves Sharing Knowledge - 0 views

occupational-therapy.advanceweb.com/...nvolves-Sharing-Knowledge.aspx

shared by shaemckay on 07 Aug 14 - No Cached

shaemckay on 07 Aug 14

This article is answering the following question that I feel will be a topic area we will tackle many times within our career: I am a per-diem OTR in a nursing home. I work for an agency that also staffs OTAs. I don't see them because they come on different days. I do all the evaluations and co-sign their notes. I think the agency is being greedy by not having me treat some of the more complex cases. What are your thoughts? The article discusses the important role OTs play as supervisors who must remain in contact with as well as teach, instruct, and guide COTAs treatment. As the OT, we are responsible for all COTAs working under us, meaning that if any incident were to happen we would be named within the legal issue. The article provided knowledge on what a previously supervising therapist required from his/her COTAs, which was discussing their clinical reasoning, treatment plans or changes, and how each patient was progressing.

<div class="cArrow"> </div><div class="cContentInner">This article is answering the following question that I feel will be a topic area we will tackle many times within our career: I am a per-diem OTR in a nursing home. I work for an agency that also staffs OTAs. I don't see them because they come on different days. I do all the evaluations and co-sign their notes. I think the agency is being greedy by not having me treat some of the more complex cases. What are your thoughts? The article discusses the important role OTs play as supervisors who must remain in contact with as well as teach, instruct, and guide COTAs treatment. As the OT, we are responsible for all COTAs working under us, meaning that if any incident were to happen we would be named within the legal issue. The article provided knowledge on what a previously supervising therapist required from his/her COTAs, which was discussing their clinical reasoning, treatment plans or changes, and how each patient was progressing.</div>

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Kentucky Laws and Regulations Regarding Occupational Therapy - 0 views

bot.ky.gov/...nd%20Regulations%20Booklet.pdf

shared by shaemckay on 01 Aug 14 - No Cached

meganthompson on 01 Aug 14

This PDF document highlights Kentucky Law regarding occupational therapists supervisory roles. As mentioned under section two, Kentucky Law states that an occupational therapy supervisor must provide at least four hours per month of general supervision for each occupational therapy assistant whom they supervise. Two of these general supervision hours must include face-to-face, direct contact with the occupational therapy assistant. In addition, the supervising occupational therapist must co-sign all documentation within fourteen calendar days of the notation. All supervision must be documented in a log that includes the date/frequency of supervision, type of supervision provided, observation, dialogue, discussion, and instruction provided, as well as the number of supervisory hours worked. The board can perform random audits examining occupational therapists supervision logs. It is important to note that in Kentucky a supervising occupational therapist may not supervise more than three occupational therapy assistants at one time. For those planning on working in Kentucky, this document is useful in outlining supervisory roles/responsibilities of occupational therapy practitioners in terms of supervision.

<div class="cArrow"> </div><div class="cContentInner">This PDF document highlights Kentucky Law regarding occupational therapists supervisory roles. As mentioned under section two, Kentucky Law states that an occupational therapy supervisor must provide at least four hours per month of general supervision for each occupational therapy assistant whom they supervise. Two of these general supervision hours must include face-to-face, direct contact with the occupational therapy assistant. In addition, the supervising occupational therapist must co-sign all documentation within fourteen calendar days of the notation. All supervision must be documented in a log that includes the date/frequency of supervision, type of supervision provided, observation, dialogue, discussion, and instruction provided, as well as the number of supervisory hours worked. The board can perform random audits examining occupational therapists supervision logs. It is important to note that in Kentucky a supervising occupational therapist may not supervise more than three occupational therapy assistants at one time. For those planning on working in Kentucky, this document is useful in outlining supervisory roles/responsibilities of occupational therapy practitioners in terms of supervision.</div>

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shaemckay on 08 Aug 14

I feel that is an important document that all of us should look up, read, and study for our individual home states. In Kentucky, an OTR must provide at least 4 hours of supervision a month for each COTA. Within 14 days, an OTR must co-sign all documents. In addition, in Kentucky an OTR can only supervise 3 COTAs at one time.

<div class="cArrow"> </div><div class="cContentInner">I feel that is an important document that all of us should look up, read, and study for our individual home states. In Kentucky, an OTR must provide at least 4 hours of supervision a month for each COTA. Within 14 days, an OTR must co-sign all documents. In addition, in Kentucky an OTR can only supervise 3 COTAs at one time.</div>

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Sensory Diets. Contributors Bonnie Hanschu, OTR, and Myania Moses, OT - 0 views

devdelay.org/...185-sensory-diets.html

shared by mregan1301 on 12 Nov 15 - No Cached

mregan1301 on 12 Nov 15

This article discusses the benefits of Sensory Diets and how to implement them into the everyday routine. As school-based OT's are not necessarily able to treat sensory issues directly, it is important that strategies are implemented and easily accessed by student's, when necessary and following proper instruction, within the school environment.

<div class="cArrow"> </div><div class="cContentInner">This article discusses the benefits of Sensory Diets and how to implement them into the everyday routine. As school-based OT's are not necessarily able to treat sensory issues directly, it is important that strategies are implemented and easily accessed by student's, when necessary and following proper instruction, within the school environment.</div>

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