Narrative vignettes and online enquiry in researching therapist accounts of practice with children in schools : an analysis of the methodology

This article reviews a research methodology which uses a qualitative, narrative approach to online, in-depth analysis of vignettes. The research sought to investigate the ways in which dramatherapists, based in different countries, understood the nature of therapeutic change in their work with children. The article describes the approach to the generation of data through the internet by a combination of vignettes, aMSN messenger and email. It reports on the approach taken to the analysis of data with samples from the findings. Participants kept a diary of their response to the research and the article draws on this within its analysis of the methodology

Creative interactions with data: using visual and metaphorical devices in repeated focus groups

This article presents some of the emergent methods developed to fit a study of quality in inclusive research with people with learning disabilities. It addresses (i) the ways in which the methodology was a response to the need for constructive, transformative dialogue through useof repeated focus groups in a design interspersing dialogic and reflective spaces; and (ii) how stimulus materials for the focus groups involved imaginative and creative interactions with data. Particular innovations in the blending of narrative and thematic analyses and data generation and analysis processes are explored, specifically the creative use of metaphor as stimulus and the playful adaptation of I-poems from the Listening Guide approach as writing and performance. In reflecting on these methodological turns we also reflect on creativity as an interpretive lens. The paper is an invitation for further methodological dialogue and development

Healthy Environments

This issue of Early Childhood in Focus draws attention to some key global challenges in providing healthy environments for young children. Section 1 recognises that multisectoral policy responses are needed to ensure adequate housing and improved water and sanitation, as well as recreational spaces. For young children, physical spaces are closely intertwined with emotional security and feelings of well-being. Section 2 explores the opportunities and challenges of living in urban environments. Young children are especially vulnerable to the physical harm that urban environments create from pollution in the air, toxins in the ground, contaminated water and waste dumps, traffic, and unsafe housing. Their homes, as well as their neighbourhoods, may be unhealthy places to grow up in. Section 3 is about the design of environments specifically for young children, including innovative ‘democratic spaces’, and ‘child-friendly spaces’ in areas affected by disasters and emergencies

Design for (every)one: co-creation as a bridge between universal design and rehabilitation engineering

In this paper the authors describe a general framework for co-designing assistive devices in a horizontal user innovation network [1] by and for disabled users. This framework attempts to identify, share and use “hidden solutions” in rehabilitation contexts and translate them into disruptive assistive devices build with local resources. Within healthcare contexts local solutions are frequently more effective, as they reflect the physical, emotional and cognitive needs of specific patients and engage all the stakeholders in a specific local context. By using an open horizontal innovation network, where assistive devices can be easily shared and physically hacked by other paramedics, general patterns can be detected and translated into standard universal design objects. This generative design thinking approach [2] is more than feasible with digital trends like crowd sourcing, user-generated content and peer production [3]. Cheap and powerful prototyping tools have become easier to use by non-engineers; it turns them into users as well as self manufactures [4]. We discuss the different aspects of this open innovation process within a ‘design for disability’ context and suggest the first steps of an iterative co-design methodology bringing together professional designers, occupational therapists and patients. In this paper the authors sketch the holistic framework which starts with the innovation development and the co-creation process between these disciplines

Interventions visant à améliorer l'engagement ludique dans les interactions sociales des enfants d'âge préscolaire présentant un Trouble du Spectre Autistique (TSA) : une "scoping study"

Les enfants d'âge préscolaire présentant d'un Trouble du Spectre Autistique (TSA) éprouvent des difficultés importantes dans le jeu. L’engagement ludique dans les interactions sociales est un objectif important pour les ergothérapeutes, car il est considéré comme la fondation au jeu social. Toutefois, les interventions permettant d’améliorer cette compétence ne sont pas encore bien connues. Ce mémoire présente les résultats d'un exercice de clarification conceptuelle dans lequel plusieurs comportements clés associés au construit d’engagement ludique chez les enfants d'âge préscolaire atteints de TSA ont été identifiés, ainsi que les résultats d'une étude exploratoire de type scoping study qui a révélé un nombre considérable de stratégies et d’approches d'intervention cohérentes avec la promotion de l'engagement ludique. Ces résultats fournissent des orientations spécifiques aux ergothérapeutes et aux parents pour favoriser les interactions sociales significatives en bas âge de ces enfants au quotidien. Plusieurs pistes de recherche sont également présentées.Preschool-aged children with Autism Spectrum Disorder (ASD) experience significant difficulties engaging in meaningful play. Enabling their playful engagement in social interactions, the foundation of social play, is an important objective for occupational therapists. However, little is known about which interventions promote this competency. This thesis presents the results of a conceptual clarification exercise in which several key behaviors associated with the construct of playful engagement in preschool-aged children with ASD were identified, plus the results of a scoping study which revealed a considerable number and variety of strategies as well as intervention approaches that are coherent with the promotion of playful engagement. These results provide specific guidance to occupational therapists about how to promote the meaningful social interactions of young children with ASD and provide different strategies that may be embedded by parents in their daily interactions with their children. Several directions for future research are presented

The Effectiveness of Movement Education in Supporting Children with Developmental Disorders

The purpose of this study is to clarify the effectiveness of “Kobayashi-Frostig\u27s Movement Education” in supporting children with developmental disorders in Japan. First, literature on prior research was reviewed for an analysis of research trend to confirm that movement education is highly applicable to supporting children with developmental disorders. Furthermore, current problems in supporting children with developmental disorders were compared with principles of Movement Education from the following 5 perspectives, physical, developmental, environmental, relational, and playfulness. The result suggests that Movement Education can offer effective theory and method for supporting children with developmental disorders

Playful Dance/Movement Therapy for Traumatized Individuals with Intellectual and Developmental Disabilities: Development of a Clinical Method

This capstone thesis project explored the potential for dance/movement therapy (DMT) to be an accessible and effective treatment for people with intellectual and developmental disabilities (IDD) that have been impacted by trauma. People with IDD are more vulnerable to adverse life events than the neurotypical population. Past research has largely used treatment designed for neurotypical people who communicate and interpret life events in different ways than people with IDD. The expressive arts therapies, and DMT specifically, have the potential to create a positive embodied experience for people with IDD that have been impacted by trauma. The current method consisted of one DMT session at an expressive arts therapy center with a group of teenagers, both neurodivergent and neurotypical. Themes that emerged from the intervention as a whole included joy, well-being, engagement and accessibility. Sub-themes that emerged from creative movement tasks in the intervention included autonomy, weight, awareness, and self-care. The use of DMT techniques in a playful format is a starting point to meet people with IDD where they are and lessen the impact of trauma

Evaluation of children's play. Tools and methods

This book is one of the outcomes of the COST Action TD139 “LUDI – Play for Children with Disabilities" (2014–2018), a multidisciplinary network of European researchers and practitioners devoted to the theme of play from different perspectives. This book contributes to the LUDI reflection about play, by reviewing the existing knowledge on play evaluation and by presenting tools and methodologies for play assessment

Development of a play-based intervention to promote play skills of children with HIV/Aids living in a low resourced setting

The lack of contextually relevant conceptual tools to promote play makes implementing playbased, occupation-centred practice challenging for occupational therapists working with children with HIV/Aids in low resourced settings. This doctoral thesis focussed on reviewing and generating evidence, and further proposed a play-based intervention framework for children with HIV/Aids living in a low resourced setting. Theoretical frameworks used to guide the intervention development process and content of the play-based intervention were the United Kingdom Medical Research Council (UK MRC) framework for development and evaluation of complex interventions and Cooper's Model of children's play. The development of the play-based intervention involved four phases: 1) conducting a systematic review, 2) profiling of the play of children with HIV/Aids, 3) drawing perspectives of caregivers through in-depth interviews, and 4) gaining consensus from experts on components to include in the play-based intervention framework. In phase 1, a systematic review following the PRISMA guidelines was conducted to identify evidence that support the development of play-based interventions. Eighteen studies that focused on play as an outcome and compared the play of children with Special Health Care Needs (SHCN) to that of typically developing children met the eligibility criteria. The Kmet checklist was used to evaluate the methodological quality of the studies included. The systematic review revealed paucity of research on the play of children with SHCN such as those with HIV/Aids. Phase 2 was undertaken to generate more evidence by comparing the play profiles of 44 children with HIV/Aids aged 4-7 years to that of 52, age and gender matched typically developing children. The children were video-recorded while playing with a playmate at school or clinic and home settings. The Test of playfulness was used to score the videos by two independent raters and the scores were subjected to rasch analysis. A comparison of play profiles revealed that children with HIV/Aids were significantly less playful outdoors as compared to typically developing children (t(94) = 3.57, p = 0.001). Children with HIV/Aids also had more challenges with social play skills. In phase 3, contextual understanding of the play of children with HIV/Aids was sought through in-depth interviews with fifteen purposively selected caregivers whose children with HIV/Aids had participated in phase 2 of the study. The interviews were audio-recorded, transcribed verbatim and analysed thematically. The following four themes emerged: ‘Ubuntu is no more'; ‘survival is primary (chikuru kurarama)'; ‘play affirms that my child is still like other children'; and ‘more is required for a child with HIV'. Caregivers also reported on how contextual factors such as HIV/Aids stigma, poverty and cultural beliefs shaped the play of their children. In phase 4, findings from phases 1, 2 and 3 were synthesised and presented to experts in the field of play, HIV/Aids and intervention development during a two-round Delphi study. Experts were asked about their opinions and to rate what should be included in the play-based intervention framework. Consensus agreement was reached when at least 70% of Delphi experts rated each item at 3 or higher on a 5-point Likert Scale. Experts agreed on the application of Cooper's Model of children's play as a theoretical framework, as well as principles and techniques for the play-based intervention. This study is the second in occupational therapy to report on the play of children with HIV/Aids. It is the first one to review and generate evidence to support play-based interventions targeted at children with HIV/Aids. Evidence generated in this study showcased the need for occupation-centred, play-based services for children with HIV/Aids, particularly those living in low resourced settings. The play-based intervention proposed is child-led, allowing for physical and active involvement of the child. To increase social interaction and continuity into the home environment, playmates and caregivers must be included. Unique to this play-based intervention is advocacy for more play opportunities, access to nutrition and inclusion of culturally sensitive practices. Future studies should include feasibility on various aspects of the play-based intervention before implementing randomised controlled trials to test the effectiveness of the intervention are conducted

EFFECTS OF A PARENT-IMPLEMENTED INTERVENTION ON PRESCHOOL CHILDREN’S ENGAGEMENT IN CONSTRUCTIVE PLAY IN HOME SETTINGS

Constructive play is a creative process-oriented activity that promotes engaged learning through building and designing with materials. This study explores a parent-implemented intervention to promote active engagement in constructive play for preschool-aged children who are at risk for developmental delay and answers the research question: Do parent-implemented environmental support strategies improve the child’s active engagement in constructive play in the home? The research methodology utilized is a single-subject multiple baseline across-participants design with four participants. Visual analysis of the data supports a functional relation between the temporal, physical, and social-emotional environmental supports provided by the parents and the children’s active engagement in constructive play. Social validity was strong as parents described this intervention as meaningful to their lives. These outcomes provide evidence supporting the importance of centering and working with parents in their home environment, and evidence that empowering parents facilitates their child’s active engagement in constructive play