Challenges in Transitioning From Clinician to Educator for Occupational Therapy Assistant Program Faculty Members

There is a transitional process that occurs when an occupational therapy (OT) practitioner assumes the role of an educator. Various challenges have been reported, though few directly address occupational therapy assistant (OTA) education. This study aimed to identify challenges faced by OT practitioners when they transition from working in a clinical setting to working as OTA faculty members. A 29-item online survey was developed covering three key areas of new OTA faculty members’ responsibilities: a) Learning the Educator Role, b) Curriculum and Class Development, and c) Interacting with Students. The survey was distributed through the American Occupational Therapy Association Program Directors’ and Academic Fieldwork Coordinators’ listservs, the Education Special Interest Section listserv and direct email to faculty members. Two hundred twenty-three participants completed the survey. Eight items were rated by 60% of participants as “Moderately” or “Very” challenging. Six of these items were in the category of Curriculum and Class Development, and two items were in the category of Learning the Educator Role. Interacting with Students was a relative area of comfort and strength. No significant relationships were found between the level of challenge experienced by OT practitioners transitioning to OTA educators and the demographic factors that were examined. Content analysis of open-ended survey questions yielded additional themes in each of the three categories that offer deeper insights into specific challenges. Collectively, results highlight areas where support and professional development can enhance successful clinician to OTA educator transitions

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List of excluded full-text articles and the primary reason for exclusion. (DOCX 45 kb

Functional magnetic resonance imaging outcomes from a comprehensive magnetic resonance study of children with fetal alcohol spectrum disorders

A comprehensive neuropsychological/psychiatric, MR imaging, (MRI), MR spectroscopy (MRS), and functional MRI (fMRI) assessment was administered to children with fetal alcohol spectrum disorders (FASD) to determine if global and/or focal abnormalities could be identified, and distinguish diagnostic subclassifications across the spectrum. The four study groups included: 1. FAS/Partial FAS; 2. Static Encephalopathy/Alcohol Exposed (SE/AE); 3. Neurobehavioral Disorder/Alcohol Exposed (ND/AE); and 4. healthy peers with no prenatal alcohol exposure. fMRI outcomes are reported here. The neuropsychological/psychiatric, MRI, and MRS outcomes are reported separately. fMRI was used to assess activation in seven brain regions during performance of N-back working memory tasks. Children across the full spectrum of FASD exhibited significant working memory deficits and altered activation patterns in brain regions that are known to be involved in working memory. These results demonstrate the potential research and diagnostic value of this non-invasive MR tool in the field of FASD

Sensory processing and integration and children with alcohol-related diognoses: an exploratory analysis

Thesis (Ph. D.)--University of Washington, 2003The purpose of this study was: (1) to examine sensory processing and integration in young children with alcohol-related diagnoses to determine if there were differences in performance when compared to a group of typically developing children; (2) to explore the relationships between selected measures of sensory processing and integration with measures of early school performance and adaptive behavior; and (3) to determine which, if any, sensory processing, adaptive behavior, and school performance variables discriminated between children with and without alcohol-related diagnoses.Twenty-five children with alcohol-related diagnoses were compared with 26 children with typical development matched for age, gender, and race/ethnicity on a battery of standardized tests that measured the following: (1) sensory processing, (2) sensory-motor performance, (3) school performance, and (4) adaptive behavior. Participants were 5 years to 8 years 6 months of age enrolled in preschool through second grade.Results suggested that children with alcohol-related diagnosis performed significantly different from and more poorly than children with typical development on 10 of 13 primary variables. The performance of children with alcohol-related diagnoses was also more frequently classified in categories that indicated sensory processing and motor concerns, as well as behavior problems based on teacher and caregiver ratings. Findings from a discriminant function analysis suggested that measures of sensory processing, sensory-motor performance, math abilities, adaptive behavior and problem behaviors most consistently discriminated between these two groups of children. There were moderate positive relationships between several sensory-motor variables and math performance, adaptive behavior, and problem behaviors.Results provide evidence of dysfunction in sensory integration, in addition to other behavioral and academic deficits in children with alcohol-related diagnoses. Such factors should be considered when assessing the neurobehavioral function and educational performance of young children with alcohol-related diagnosis. Replication of these findings and further investigation of interventions and outcomes based on a sensory integration framework are warranted

Using a health promotion approach to frame parent experiences of family routines and their significance for health and well-being

Occupational therapy providers working with young children and their families in early intervention settings frequently provide interventions to support family routines related to social participation, health management, and related occupations at home and in the community. Family routines are inextricably tied to individual and family health and well-being, yet contextual influences can impact satisfaction with and performance of routines resulting in disparities in health and occupational outcomes. A health promotion approach to intervention is intended to address contextual aspects of occupational performance in natural settings, and therefore, may be a useful approach for providing family-centered, routines-based intervention in early intervention settings. This basic qualitative study used interview methods to collect perspectives about family routines from two parent participants. The participants were from a broader pilot project on family mental health intervention that was implemented with eight families and were the only two parents who volunteered to complete additional interviews. The life course health development framework was used to guide study design and data analysis. Interviews were audio-recorded, transcribed, and coded using conventional qualitative content analysis. Themes were validated through expert and member checks. Participant data from the Canadian Occupational Performance Measure was also available from the broader project and was used to triangulate findings. Resulting themes illustrated the complexity of family routines, influence of values and often hidden parental decision making on routines, connectedness of routines with family health and well-being, and impact of contextual influences on routines. Findings inform the importance of considering contextual factors when providing family-centered, routines-based intervention and suggest the fit for a health promotion approach to intervention given the inter-relatedness of family routines with outcomes such as health and well-being

Protocol Development for Infants with Orthopedic complications in the Neonatal Intensive Care Unit: Brachial Plexus Injuries and Clubfoot

Currently, there is limited information to guide occupational therapy or physical therapy treatment of high-risk neonates with secondary orthopedic conditions in the Neonatal Intensive Care unit (NICU). This article describes one master of occupational therapy student capstone project that aimed to develop intervention protocols and parent education materials for the treatment of brachial plexus injuries (BPI) and clubfoot for a hospital NICU. A literature review and needs assessment were conducted to determine whether clinical practices and standards existed and to inform the development of the intervention protocols. The critical need to document, define, and examine best practices was validated. Clinical treatment protocols and parent education materials were developed and are presented

Supplementary Material

<p>Supplemental material, OnlineAppendix_POI for Participation in active play of children who use lower extremity prostheses: An exploratory questionnaire by Cheryl Kerfeld, Tracy Jirikowic, Katheryn J Allyn and Murray E Maitland in Prosthetics and Orthotics International</p