scholarly journals Occupational Therapists’ Perceptions of Intraprofessional Collaboration When Working with Young Children Aged Birth to 3 Years

2021 ◽  
Vol 9 (3) ◽  
pp. 1-11
Author(s):  
Christine Rocchio Mueller ◽  
Mindy Garfinkel
Keyword(s):  
Young Children ◽  
Occupational Therapists ◽  
Intraprofessional Collaboration

A Comparison of the Play Skills of Normal Boys and Boys with Sensory Integrative Dysfunction

1989 ◽  
Vol 9 (2) ◽  
pp. 84-100 ◽  
Author(s):  
Anita C. Bundy
Keyword(s):  
Young Children ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
Normal Group ◽  
Play Skills ◽  
Age Appropriate ◽  
The Mean

Occupational therapists often assume that children with sensory integrative (SI) dysfunction also have play deficits. However, occupational therapy literature suggests that some children with SI dysfunction may compensate for their deficits and be able to play in an age-appropriate fashion. The purpose of this investigation was to determine whether the mean scores on the Preschool Play Scale (PPS) of a group of young boys with SI dysfunction were significantly lower than those of a group of their normal peers. Sixty-one boys between the ages of 54 and 82 months (normal group, n = 30; group with SI dysfunction, n = 31) were the subjects for this study. The group with SI dysfunction scored significantly lower than the normal boys on four of five PPS scores. However, many of the boys with SI dysfunction obtained normal PPS scores. This suggests that therapists should routinely assess the play skills of young children referred to them for SI evaluation.

Parental Adherence to Home Activities in Early Intervention for Young Children With Delayed Motor Development

2021 ◽  
Author(s):  
Afnan S Gmmash ◽  
Susan K Effgen ◽  
Camille Skubik-Peplaski ◽  
Justin D Lane
Keyword(s):  
Early Intervention ◽  
Young Children ◽  
Support Groups ◽  
Motor Development ◽  
Online Survey ◽  
Physical Therapists ◽  
Occupational Therapists ◽  
The United States ◽  
Survey Study ◽  
Parent Support Groups

Abstract Objective The purpose of this study was to investigate the relationship between characteristics of home activities and coaching practices with the adherence of parents of children with motor delays to home activities provided by physical therapists and occupational therapists in early intervention. Methods An online survey study was developed and distributed to physical therapists and occupational therapists across the United States. A survey flier was posted online on parent support groups, physical and occupational therapy groups, newsletters and organizations supporting parents of children with disabilities. Results A total of 720 respondents participated in the survey. Four hundred forty-six participants from 49 states met the inclusion criteria and were included in the analysis. Parents indicated that physical therapists and OTs apply the five coaching practices (joint planning, observation, practice, reflection, feedback). However, parents (63%) reported more time was needed on coaching. Parents’ stated that therapists’ modeling the activities was the most helpful teaching technique that enhanced their adherence to home activities. Coaching practices, appropriateness of the home activities to daily routines and home environment, provision of home activities enjoyed by the child, and parent self-efficacy were all significantly associated (P < 0.5) with adherence to home activities. Conclusions Parent’s adherence to home activities is affected not only by the type of coaching used by the therapists but also by the characteristics of the home activities provided for young children with delayed motor development. Impact statement The results of this study provide additional evidence supporting individualization of home activities to promote the parent’s continuous provision of learning opportunities to promote their children’s development. There was also support of the therapists’ use of the five coaching practices in EI to support the parent’s application of home activities when the therapists are not present.

scholarly journals Child-Focused and Context-Focused Behaviors of Physical and Occupational Therapists during Treatment of Young Children with Cerebral Palsy

2016 ◽  
Vol 36 (4) ◽  
pp. 363-375 ◽  
Author(s):  
Anne J. A. Kruijsen-Terpstra ◽  
Mariëlle Ellens ◽  
Marjolijn Ketelaar ◽  
Olaf Verschuren ◽  
Briano Di Rezze ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
Young Children ◽  
Occupational Therapists ◽  
Children With Cerebral Palsy

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

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