Alien Registration- Dube, Annie (Saint Agatha, Aroostook County)

https://digitalmaine.com/alien_docs/33655/thumbnail.jp

Inclusion in Quebec childcare centers: financial support, adaptation, and training

BackgroundInclusion in childcare centers involves a support system that includes funding policies, inclusive practices and access to ongoing training. The province of Quebec (Canada) benefits from a network of subsidized childcare services for children from birth to 5 years old. Although two financial measures support educational childcare centers welcoming children with disabilities, there is a lack of knowledge about how these measures are used.Research questionsThe research questions are: (1) How do childcare centers use financial measures to support inclusion? (2) What adaptations are made in childcare centers? and (3) What is the ongoing training of educators to support inclusion?MethodThis research presents the results of an online survey completed by 94 childcare management staff and 154 childcare educators. The survey was developed using a two-way process involving the researchers along with representatives from government ministries and agencies and childcare management staff.ResultsResults reveal that just over half of management staff request financial measures for all children with special needs and does so mainly to hire additional and specialized human resources and replace staff in meetings with specialized services. The financial measures are perceived to meet material adaptation needs better than those for human resources. Adaptations made by educators relate to instructions, individual interventions, equipment, group activities, physical environment, and schedule and routines. Over half the educators report that adaptations involving group activities and schedules and routines are the most difficult to implement. Less than half the managers and educators had received ongoing training on inclusive practices. Issues addressed during such training include commonly recognized interventions based on diagnoses, collaboration with parents, collaboration with partner agencies or institutions, instructions, individual interventions, group activities, equipment, physical environment, and schedules and routines.DiscussionResults are discussed in terms of (1) needs met and funding model, and (2) dimensions of quality inclusive practices such as leadership of childcare management staff, training and professional development, collaboration with health and specialized social services, learning environments and partnership with families

Transition scolaire des enfants ayant des besoins particuliers/enfants handicapés : regards croisés entre intervenants des milieux de garde et scolaires

Supporting children with special needs or disabilities during the transition from childcare to preschool is essential to ensure that this first school transition is a positive one. This study is part of a large Quebec survey on inclusive practices in childcare settings and aims to reveal a portrait of the practices implemented to support these children’s transition, by considering the views of childcare and school stakeholders. The data were collected using an online questionnaire and analyzed both quantitatively and qualitatively. The results indicate that some practices considered effective are being implemented, but some would benefit from further use. Also, despite a high level of satisfaction among school stakeholders with the relevance of the information received from childcare settings, challenges related to information sharing remain.Soutenir les enfants ayant des besoins particuliers/enfants handicapés au cours de la transition du milieu de garde vers le milieu scolaire est essentiel afin que cette première transition scolaire soit vécue de manière positive. La présente étude s’inscrit dans une vaste enquête québécoise sur les pratiques inclusives en milieux de garde et vise à brosser un portrait des pratiques mises en œuvre pour soutenir la transition de ces enfants, en considérant les points de vue des intervenants des milieux de garde et scolaires. Les données ont été recueillies avec un questionnaire en ligne et analysées de manière quantitative et qualitative. Les résultats indiquent que des pratiques considérées efficaces sont mises en œuvre, mais que certaines mériteraient d’être utilisées davantage. Aussi, malgré un niveau de satisfaction élevé des intervenants scolaires par rapport à la pertinence des renseignements reçus des milieux de garde, des défis en lien avec le partage d’informations demeurent

Synthèse des facteurs externes qui influencent la capacité des ergothérapeutes à agir en tant qu’agents de changement

Introduction. Afin de stimuler, voire réaliser des changements favorisant le bien-être, la santé et la justice occupationnelle, on sollicite de plus en plus le rôle d’agent de changement (AC) en ergothérapie. Les facteurs internes essentiels à ce rôle ont déjà été identifiés. Cependant, aucun portrait complet des facteurs externes pouvant influencer son actualisation n’est à ce jour disponible. Un tel portrait pourrait pourtant appuyer les ergothérapeutes désirant agir comme AC. Cette étude vise donc à documenter les facteurs externes influençant la capacité des ergothérapeutes d’agir en tant qu’AC. Méthode. Reposant sur une stratégie validée et inspirée des études de portée d’Arksey et O’Malley (2005), une recension des écrits a été effectuée dans quatre banques de données jusqu’au 1er février 2021. Une cote de niveau de preuve scientifique a été attribuée à chaque écrit retenu. Les données contextuelles et qualitatives ont été extraites et analysées par statistiques descriptives et par thèmes. Résultats. Des 739 articles repérés, 26 ont été sélectionnés, dont la plupart étaient théoriques. Trois facteurs sociaux et deux facteurs institutionnels ont été identifiés, respectivement : les regroupements professionnels, la position hiérarchique et les relations avec les acteurs du milieu ; et la formation universitaire et les caractéristiques du système de santé. La culture organisationnelle et les modèles conceptuels ont été reconnus comme facteurs culturels et les outils et les ressources, comme facteur physique. Conclusion. Par sa synthèse des facteurs externes, cet article peut soutenir la formation des futurs professionnels et contribuer ainsi à une optimisation de la pratique du rôle d’AC en ergothérapie. ________________________________________________________________________________________________________________________ Introduction. To stimulate and even achieve changes that promote well-being, health and occupational justice, the role of change agent (CA) in occupational therapy is increasingly being called upon. The internal factors essential to this role have already been identified. However, no complete picture of the external factors that may influence its actualization is available to date. Such a picture could support occupational therapists who wish to act as CAs. The purpose of this study is therefore to document the external factors influencing the ability of occupational therapists to act as CAs. Method. Based on a validated strategy inspired by the scoping studies of Arksey and O’Malley (2005), a literature review was conducted in four databases through February 1, 2021. A rating of level of scientific evidence was assigned to each selected literature. Contextual and qualitative data were extracted and analyzed using descriptive statistics and thematic analysis. Results. Of the 739 articles identified, 26 were selected, most of which were theoretical. Three social and two institutional factors were identified, respectively: professional groups, hierarchical position, and relationships with stakeholders; and academic background and health system characteristics. Organizational culture and conceptual models were identified as cultural factors and tools and resources as a physical factor. Conclusion. Through its synthesis of external factors, this article can support the education of future professionals and thus contribute to an optimization of the practice of the CA role in occupational therapy

Synthèse des facteurs externes qui influencent la capacité des ergothérapeutes à agir en tant qu’agents de changement

Introduction. Afin de stimuler, voire réaliser des changements favorisant le bien-être, la santé et la justice occupationnelle, on sollicite de plus en plus le rôle d’agent de changement (AC) en ergothérapie. Les facteurs internes essentiels à ce rôle ont déjà été identifiés. Cependant, aucun portrait complet des facteurs externes pouvant influencer son actualisation n’est à ce jour disponible. Un tel portrait pourrait pourtant appuyer les ergothérapeutes désirant agir comme AC. Cette étude vise donc à documenter les facteurs externes influençant la capacité des ergothérapeutes d’agir en tant qu’AC. Méthode. Reposant sur une stratégie validée et inspirée des études de portée d’Arksey et O’Malley (2005), une recension des écrits a été effectuée dans quatre banques de données jusqu’au 1er février 2021. Une cote de niveau de preuve scientifique a été attribuée à chaque écrit retenu. Les données contextuelles et qualitatives ont été extraites et analysées par statistiques descriptives et par thèmes. Résultats. Des 739 articles repérés, 26 ont été sélectionnés, dont la plupart étaient théoriques. Trois facteurs sociaux et deux facteurs institutionnels ont été identifiés, respectivement : les regroupements professionnels, la position hiérarchique et les relations avec les acteurs du milieu ; et la formation universitaire et les caractéristiques du système de santé. La culture organisationnelle et les modèles conceptuels ont été reconnus comme facteurs culturels et les outils et les ressources, comme facteur physique. Conclusion. Par sa synthèse des facteurs externes, cet article peut soutenir la formation des futurs professionnels et contribuer ainsi à une optimisation de la pratique du rôle d’AC en ergothérapie. ________________________________________________________________________________________________________________________ Introduction. To stimulate and even achieve changes that promote well-being, health and occupational justice, the role of change agent (CA) in occupational therapy is increasingly being called upon. The internal factors essential to this role have already been identified. However, no complete picture of the external factors that may influence its actualization is available to date. Such a picture could support occupational therapists who wish to act as CAs. The purpose of this study is therefore to document the external factors influencing the ability of occupational therapists to act as CAs. Method. Based on a validated strategy inspired by the scoping studies of Arksey and O’Malley (2005), a literature review was conducted in four databases through February 1, 2021. A rating of level of scientific evidence was assigned to each selected literature. Contextual and qualitative data were extracted and analyzed using descriptive statistics and thematic analysis. Results. Of the 739 articles identified, 26 were selected, most of which were theoretical. Three social and two institutional factors were identified, respectively: professional groups, hierarchical position, and relationships with stakeholders; and academic background and health system characteristics. Organizational culture and conceptual models were identified as cultural factors and tools and resources as a physical factor. Conclusion. Through its synthesis of external factors, this article can support the education of future professionals and thus contribute to an optimization of the practice of the CA role in occupational therapy

A Phase 2, Double-Blind, Randomized, Dose-Ranging Trial Of Reldesemtiv In Patients With ALS

To evaluate safety, dose response, and preliminary efficacy of reldesemtiv over 12 weeks in patients with amyotrophic lateral sclerosis (ALS). Methods: Patients (≤2 years since diagnosis) with slow upright vital capacity (SVC) of ≥60% were randomized 1:1:1:1 to reldesemtiv 150, 300, or 450 mg twice daily (bid) or placebo; active treatment was 12 weeks with 4-week follow-up. Primary endpoint was change in percent predicted SVC at 12 weeks; secondary measures included ALS Functional Rating Scale-Revised (ALSFRS-R) and muscle strength mega-score. Results: Patients (N = 458) were enrolled; 85% completed 12-week treatment. The primary analysis failed to reach statistical significance (p = 0.11); secondary endpoints showed no statistically significant effects (ALSFRS-R, p = 0.09; muscle strength mega-score, p = 0.31). Post hoc analyses pooling all active reldesemtiv-treated patients compared against placebo showed trends toward benefit in all endpoints (progression rate for SVC, ALSFRS-R, and muscle strength mega-score (nominal p values of 0.10, 0.01 and 0.20 respectively)). Reldesemtiv was well tolerated, with nausea and fatigue being the most common side effects. A dose-dependent decrease in estimated glomerular filtration rate was noted, and transaminase elevations were seen in approximately 5% of patients. Both hepatic and renal abnormalities trended toward resolution after study drug discontinuation. Conclusions: Although the primary efficacy analysis did not demonstrate statistical significance, there were trends favoring reldesemtiv for all three endpoints, with effect sizes generally regarded as clinically important. Tolerability was good; modest hepatic and renal abnormalities were reversible. The impact of reldesemtiv on patients with ALS should be assessed in a pivotal Phase 3 trial. (ClinicalTrials.gov Identifier: NCT03160898)

Socializing One Health: an innovative strategy to investigate social and behavioral risks of emerging viral threats

In an effort to strengthen global capacity to prevent, detect, and control infectious diseases in animals and people, the United States Agency for International Development’s (USAID) Emerging Pandemic Threats (EPT) PREDICT project funded development of regional, national, and local One Health capacities for early disease detection, rapid response, disease control, and risk reduction. From the outset, the EPT approach was inclusive of social science research methods designed to understand the contexts and behaviors of communities living and working at human-animal-environment interfaces considered high-risk for virus emergence. Using qualitative and quantitative approaches, PREDICT behavioral research aimed to identify and assess a range of socio-cultural behaviors that could be influential in zoonotic disease emergence, amplification, and transmission. This broad approach to behavioral risk characterization enabled us to identify and characterize human activities that could be linked to the transmission dynamics of new and emerging viruses. This paper provides a discussion of implementation of a social science approach within a zoonotic surveillance framework. We conducted in-depth ethnographic interviews and focus groups to better understand the individual- and community-level knowledge, attitudes, and practices that potentially put participants at risk for zoonotic disease transmission from the animals they live and work with, across 6 interface domains. When we asked highly-exposed individuals (ie. bushmeat hunters, wildlife or guano farmers) about the risk they perceived in their occupational activities, most did not perceive it to be risky, whether because it was normalized by years (or generations) of doing such an activity, or due to lack of information about potential risks. Integrating the social sciences allows investigations of the specific human activities that are hypothesized to drive disease emergence, amplification, and transmission, in order to better substantiate behavioral disease drivers, along with the social dimensions of infection and transmission dynamics. Understanding these dynamics is critical to achieving health security--the protection from threats to health-- which requires investments in both collective and individual health security. Involving behavioral sciences into zoonotic disease surveillance allowed us to push toward fuller community integration and engagement and toward dialogue and implementation of recommendations for disease prevention and improved health security

Alien Registration- Dube, Annie (Saint Agatha, Aroostook County)

https://digitalmaine.com/alien_docs/33655/thumbnail.jp

Intervention précoce et instruments d'évaluation des jeunes enfants ayant un trouble du spectre autistique

Cet article propose une réflexion sur les différents types d’outils d’évaluation utilisés en intervention précoce, en tentant de préciser les motifs de leur utilisation. Ainsi, les évaluations utiles à des fins de dépistage, de diagnostic et d’intervention seront situées les unes par rapport aux autres. Ce dernier type d’évaluation sera particulièrement détaillé, considérant son importance au niveau des services et pratiques d’intervention précoce. Finalement, afin d’illustrer ces distinctions, des exemples d’outils d’évaluations utilisés auprès des enfants présentant un trouble du spectre de l’autisme seront présentés. Il s’agit des instruments suivants: le CHecklist for Autism in Toddlers, l’Autism Diagnostic Observation Schedule-Generic (ADOS-G) et le Profil Psychoéducatif – Troisième Édition (PEP-3).This paper presents a reflection on different assessment tools that are used in early intervention, by trying to clarify their purpose. Useful assessment tools for screening, diagnosis, and intervention will be distinguished one from the other. The last one will be looked over in great detail, considering its importance from the standpoint early intervention practice, and services. Finally, in order to illustrate these differences, examples of assessment tools used with autistic children and children with autism spectrum disorder will be provided. These assessment tools are: the CHecklist for Autism in Toddlers, the Autism Diagnostic Observation Schedule-Generic (ADOS-G), and the Psychoeducational Profile- Third Edition (PEP-3)