Development of the Preschool Occupational Therapy Assessment

Initial reliability and validity studies were completed for a newly created assessment tool called the Preschool Occupational Therapy Assessment (POTA). The POTA was designed to examine fine motor and sensory motor skills relevant to preschool academic function. Forty-five children, both typically developing and developmentally delayed, participated in the initial research. Results of data analysis support further development of this tool

The Importance of Mentoring for the Professional Involvement of Therapists Specializing in Ayres Sensory Integration®

Mentoring, a term that originated with Greek literature, has been defined as a reciprocal, enabling relationship that promotes growth and development of the mentee (Milner & Bossers, 2005; Rose, 2005; Scheerer, 2007; Schemm & Bross, 1995). Generally, this relationship focuses specifically on development of the career of the mentee. The mentoring relationship serves multiple functions and may occur in many forms, providing role modeling, support and encouragement, socialization to the culture, advocacy, and perhaps even protection. Mentors also provide training, advice, and guidance. Mentoring may occur formally or informally, and the culture of the organization in which the relationship occurs may affect the nature of the relationship significantly. Formal mentoring programs have been popular in the business world during the past decades but more recently have entered the field of health care, specifically allied health

Prenatal Cocaine Exposure and Mother–Infant Interaction: Implications for Occupational Therapy Intervention

The literature from multiple disciplines on in utero cocaine exposure and mother–infant interaction and attachment was examined for possible relationships and implications for occupational therapists. Maternal cocaine use and neurobehavioral deficits in neonates prenatally exposed to cocaine may result in interactional difficulties between mother and infant. Knowledge of child development, sensory regulation, and infant cues will enable therapists to assist the mother in creating positive interactive experiences between herself and her child

The Relationship Among Sensory Preferences, Play Preferences, Motivation, and Mastery in Guiding Children\u27s Play: A Review of the Literature, Part 2

Currently, the emphasis throughout health care is on providing evidence-based practice. Occupational therapy practitioners are involved in critical examination of the profession\u27s assumptions and beliefs and are conducting research that supports its theoretical underpinnings. In many areas of practice, practitioners have created bodies of literature to support interventions; and in other areas, we rely on literature from fields outside of the profession. Pediatric occupational therapy is no exception. Although exciting research is currently under way, existing research from outside the profession supports many of our methods and beliefs. A review of the literature found evidence from both inside and outside the profession that supports the following beliefs of pediatric occupational therapy practitioners: (a) children have individual patterns of processing sensation, and these patterns may affect their behaviors and choices of activities; (b) children have preferred activities, and these preferences vary; and (c) a relationship exists among sensory preferences, play preferences, intrinsic motivation, play performance, and mastery. This article discusses some of this literature and its relevance to occupational therapy practice

Evolution of a Theory: How Measurement Has Shaped Ayres Sensory Integration

The body of scientific inquiry developed by A. Jean Ayres is deeply rooted in systematic and methodical measurement, and her work marked the first effort by an occupational therapist to build a theory for clinical application with an evidence-based approach

Occupational Therapy With Children With Pervasive Developmental Disorders

Objective. Although the prevalence of children with pervasive developmental disorders (PDD) has increased, empirical data about the role and practices of occupational therapists have not been reported in the literature. This descriptive study investigated the practice of occupational therapists with children with PDD. Method. A survey was mailed to 500 occupational therapists in the Sensory Integration Special Interest Section or School System Special Interest Section of the American Occupational Therapy Association in eastern and midwestern United States. The valid return rate was 58% (292 respondents). The survey used Likert scale items to measure frequency of performance problems observed in children with PDD, performance areas addressed in intervention, perceived improvement in performance, and frequency of use of and competency in intervention approaches. Results. The respondents primarily worked in schools and reported that in the past 5 years they had served an increasing number of children with PDD. Most respondents provided direct services and appeared to use holistic approaches in which they addressed multiple performance domains. They applied sensory integration and environmental modification approaches most frequently and believed that they were most competent in using these approaches. Respondents who reported more frequent use of and more competence in sensory integration approaches perceived more improvement in children’s sensory processing. Respondents who reported more frequent use of and more competence in child-centered play perceived more improvement in children’s sensory integration and play skills

Diagnostic Statistical Manual 5 Changes to the Autism Diagnostic Criteria: A Critical Moment for Occupational Therapists

Changes in the soon to be released Diagnostic Statistical Manual (DSM) – 5 (American Psychiatric Association, 2012) bring new opportunities for occupational therapy, but the profession must prepare for the impact these changes forecast. While well positioned to capitalize on newly defined specifications of Autism Spectrum Disorders (ASD) and the elevation of sensory processing difficulties to a core feature of the disorder, the profession must be alert to the potential downside of the pending changes. The more stringent diagnostic rubric will likely exclude a significant number of individuals currently eligible for therapeutic and academic services. Autism will be defined as a neurodevelopmental disorder that must be identifiable before early childhood (age 5), even if it is not detected until later as a result of environmental factors (minimal social demands, support from caretakers, etc.). The new diagnostic criteria will add the explicit recognition of sensory behaviors within a subdomain of stereotyped motor, verbal, and sensory-based behaviors and researchers suggest only 60% of those who currently meet the threshold for an autism spectrum diagnosis will continue to meet criteria under the new categorization. The proposed changes will likely encourage researchers to use greater specificity when recruiting sample populations and, as a result, help to determine interventions that are most advantageous for specific subtypes. Addressing sensory processing in the diagnostic criteria may authorize interventions aimed specifically towards reduction of sensory-related disabilities through remediation, environmental support, or parent education while simultaneously calling upon us to deliver evidence for Ayres’ sensory integration® (ASI) approaches. The change also presents an urgent call to our profession to promote the unique scientific contributions occupational therapy makes for individuals with ASD, their families, and their educational contexts both including and in addition to the use of ASI approaches. These changes to the manual used by the psychological community for diagnosis offer occupational therapists an opportunity to emerge as the recognized leaders in the diagnosis and intervention of sensory processing disorders/dyspraxia. The issue is, then, how can the profession of occupational therapy clearly articulate our role and our knowledge to stakeholders and team members so occupational therapists are recognized as scientists and clinical experts, both key players in the diagnosis of sensory processing difficulties and the treatment of ASD

Diagnostic Statistical Manual 5 Changes to the Autism Diagnostic Criteria: A Critical Moment for Occupational Therapists

The new definition of Autism Spectrum Disorders (ASD) is expected to appear in May 2013 in the finalized Diagnostic Statistical Manual (DSM) -5 (American Psychiatric Association, 2012). The current DSM-IV criteria uses Pervasive Developmental Disorder (PDD) as the umbrella term for autism, a classification that many professionals believe has been outdated for several years. ASD will be the new name for the category that includes “autistic disorder (autism), Asperger’s disorder, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified” (APA, 2012). It will also serve to better differentiate autism spectrum disorder from typical development as well as from similar but otherwise nonspectrum disorders. The hope is to reduce variability in diagnosis and subject recruitment across sites, especially those criteria associated with severity, language level, or intelligence. The purpose of the new definition is to (a) view autism through a wider lens, (b) support better diagnosis, more clarity in patient-centered outcomes research, and targeted interventions, and (c) provide a classification system more responsive to evolving clinical and scholarly discoveries by moving to an online, more easily edited format

Development of the Classroom Sensory Environment Assessment (C-SEA)

The Classroom Sensory Environment Assessment (C-SEA) allows teachers to examine the sensory aspects of classroom tasks and environments. The purpose is to assist in determining ways to modify tasks and environments to improve engagement and reduce problem behaviors in elementary school students with Autism Spectrum Disorder

Improving Dental Visits for Individuals with Autism Spectrum Disorders through an Understanding of Sensory Processing

The increasing prevalence of autism spectrum disorder (ASD) suggests that dental practices will be seeing patients with this diagnosis more frequently. Although patients with ASD have similar dental needs to other patients, the symptoms of the disorder may influence the ability of dental practitioners to provide necessary care. Dental professionals may be unaware of the difficulties with sensory processing common to patients with ASD. However, awareness of sensory processing issues and knowledge of strategies to improve the sensory experience for individuals with ASD may improve dental visits for these patients and allow for enhanced dental care provision