https://ajot.aota.org/article.aspx?articleid=2109143&resultClick=3 This article did a really good job explaining the use of clinical reasoning when completing a home evaluation and making recommendations for modifications. The researchers identified intrinsic and extrinsic personal factors that are integrated into the home modification process and is designed to support a systematic approach to the evaluation.

This article reviewed interventions commonly used when treating children with Autism Spectrum Disorder in order to synthesize the literature. Although there is not a significant amount of evidence supporting many common interventions, I have noticed that populations makes it very difficult. A typically developing child is not the same from day to day and the same holds true for children with ASD or other disorders. That being said, we should be utilizing the evidence we have in order to continue to increase the number of efficacious interventions.

As evidenced by our fieldwork, it is apparent that supervision in the field of occupational therapy is essential to expand learning and also offers a time of reflection for both the supervisor and supervisee. However, as the article states, there is an unsatisfactory definition of clinical supervision, which hinders research and practice in that area. I believe this is extremely important in facilitating the supervisor/supervisee relationship and will help to better prepare individuals for their role in a clinical aspect.

In my pediatric rotation, I was able to recognize the importance the parent/guardian has in allowing the child to have the best possible outcome. However, due to limitations in space, having the parent/guardian directly participate in or observe the treatment session wasn't always possible, which made it even more important that I explain what we did during the session, why we did those things, and what they can do at home. Developing a collaborative therapeutic relationship with the parents to learn as much as possible about the child and ways to help them.

I found this article to be very interesting because this is very relatable to all of us after just completing our first level 2 rotation. I, personally, do not recall witnessing unethical practices, but I can see how it could be difficult as a student to address an unethical issue with your supervisor or another professional at your setting. This is where the ethical tensions can rise because the individual called out for unethical behavior may believe that their behavior is ethical. As the article also mentioned, conflicting values is also something that is very common and can create tensions among the student and supervisor or the supervisor with other professionals on the therapy team.

This research article studied the effects of play-based interventions delivered by an occupational therapist and speech therapist collaboration and the parent on children with Attention Deficit Hyperactive Disorder (ADHD). Pragmatic language deficits can negatively affect the child's play and social interaction skills. The Pragmatic Observational Measure was used to assess the child's skills during a peer play social interaction. The pragmatic language skills of the children 18 months after the intervention was provided was not significantly different than the results immediately following the intervention, meaning the pragmatic skills had been maintained during the duration of time.

https://ajot.aota.org/Article.aspx?articleid=1868395 This study examined the effects of a 5-week problem-based course on developing clinical reasoning in OT students during the last few weeks of their coursework prior to starting their level 2 fieldwork. The PBL course did have a significant effect on the students' perceptions of their clinical reasoning skills by using the Self-Assessment for Clinical Reflection and Reasoning (SACRR).