Systematic Review: Occupational Therapy & Improving Social Participation for At-Risk Youth in School

Objectives of Presentation: 1. Describe occupational therapists’ role in working with at-risk youth. 2. Identify 1-2 effective interventions for increasing social participation amongst at-risk youth. 3. Discuss how the current evidence regarding interventions within the scope of occupational therapy for at-risk youth can be best integrated into practice. PICO: What school-based interventions within the scope of occupational therapy practice aid in improving social participation for at-risk youth? Methods: Creation of clinical question, list of search terms for literature search Systematic search of databases: CINAHL, PubMed, Cochrane, & Scopus List of inclusion/exclusion criteria created Presentation: 50 minute

You\u27ve Got a Friend in Me: Effectiveness of Social Skills Interventions for Children with ADHD

Children diagnosed with ADHD present with the core symptoms of inattention and hyperactivity/impulsivity, which lead to challenges with school based activities, including peer interactions, academics, and extracurricular activities (McClelland, Morrison, & Holmes, 2000; Hoza, 2007). Current research identifies social skills interventions as a potential strategy for occupational therapists (OTs) to address these participation challenges of children with ADHD, however there is a multitude of interventions that fall under this umbrella. The variety of social skills interventions allows for flexibility and diversity in implementation, but poses the challenge of choosing the most effective intervention. This choice should be informed by evidence-based practice, ensuring the viability of the profession and moving it towards the Centennial Vision (Clark, 2010). To understand the effectiveness of the available social skills interventions for children with ADHD, a systematic review was conducted. The purpose of this session is to present the results of an evidence-based review on the effectiveness of social skills interventions to improve school participation for children with ADHD and discuss implications for clinical practice. The authors searched 6 data bases, resulting in analysis of 12 articles to investigate effectiveness of social skills interventions for children with ADHD. The systematic review process is presented, including the clinical question, inclusion/exclusion criteria, and search terms. The authors outline emerging themes within the research. The authors found moderate support for effectiveness of interventions implemented in physical settings where children are naturally engaging in activities. There is also promising research supporting the use of a combined cognitive behavioral and play-based approach. Evidence did not support the use of a solely cognitive behavioral approach These results suggest that social skills interventions have potential as an effective technique to improve school participation in children with ADHD. Social skills interventions are often used in conjunction with other therapies, and provide a supplement to academics-focused therapy. To advance understanding of social skills interventions, continued research is needed to determine the effectiveness of social skills interventions, discern the most appropriate form of social skills intervention for each student, and solidify OT’s role in social participation intervention. References: Centers for Disease Control and Prevention. (2013). Attention-deficit/hyperactivity disorder (ADHD). Retrieved from: http://www.cdc.gov/ncbddd/adhd/data.html. Clark, F. (2010). High definition occupational therapy: HD OT. American Journal of Occupational Therapy, 64, 848-84. doi: 10.5014/ajot2010.64602. Hoza, B. (2007). Peer functioning in children with ADHD. Ambulatory Pediatrics, 7(1), 101- 106. doi:10.1016/j.ambp.2006.04.011 McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly,15(3), 307-329. doi:10.1016/j.bbr.2011.03.031

Review Bentuk Integrasi Islam dalam Pendidikan IPA di Indonesia

Research aims to determine the form of application of Islamic integration in science education in Indonesia. The method in this research uses a systematic review meta-analysis method. The data used in the study were obtained by collecting journals using the Sinta journals indeks 1 to 6. This time the writer used qualitative techniques and used the prism method. The result showed that in the jourals Sinta 1 to Sinta 6 there were 193 journals found in the search for keywords on science and science education. From 193 journals, it was found that there were 47 articles related to Islam and 10 articles related to the Al-quran. It is concluded that the application of Islamic integration in science education has been carried out quite a lot and has various forms of application of Islamic integration. Researchers found various topics related to Islamic integration. However, the integration of Islam in the form of science learning in Indonesia is still small because the number of resources with a background in humanities and social science is more dominant. The development of Islamic values in education can be done through the development model of teaching materials, methods, or learning approaches

Examining the effectiveness of the Theory of Planned Behaviour in predicting exercise intention and behaviour during pregnancy: Preliminary findings from a random effects meta-analysis

Several studies have supported the efficacy and predictive utility of the Theory of Planned Behaviour (TPB; Ajzen, 1991) in explaining a variety of behaviours including physical activity. However, the relative contribution of the theory’s components in describing intention and behaviour may differ depending on the context, time and population being studied. Such evidence is necessary to inform exercise advice and interventions aimed at pregnant women. The purpose of this study was therefore to review the existing literature surrounding the application of the TPB in explaining exercise intentions and behaviour during pregnancy and to evaluate the magnitude of relationships between TPB constructs within this context. Multiple search strategies yielded 99 potentially relevant studies of which 47 were assessed against the inclusion criteria. Finally, 7 studies, involving 777 pregnant women, were included in the analysis. Relationships identified among TPB constructs were subjected to a random-effects meta-analytic review using the Comprehensive Meta-Analysis (version 3.0) computer software package. Results confirmed the existence of a medium to strong relationship between intention and behaviour (r = .44, P < .05, R2 = 19.36) and also supported the existence of a direct relationship between behaviour and perceived behavioural control (PBC; r = .45, P < .05, R2 = 20.25). Pregnant women’s attitude (r = .48, P < .05, R2 = 23.04) had the strongest association with their intention to be physically active. However, both PBC (r = .47, P < .05, R2 = 22.09) and subjective norm (r = .42, P < .05, R2 = 17.64) revealed similar relationships with intention. The study supports the TPB as a relevant conceptual framework for the investigation of exercise intentions and behaviours during pregnancy. PBC carried slightly more weight in explaining behaviour than did intention thereby suggesting that exercise during pregnancy is not a behaviour that is under women’s complete volitional control. Intention to exercise was influenced primarily by expectant mothers’ beliefs about the positive and negative consequences of doing so. Contrary to previous meta-analytic reports in the exercise domain, this study supported the relevance of subjective norm as a construct to investigate exercise intentions and behaviour in a pregnant population. The perceived social pressure to conform to other people’s opinion about physical activity during pregnancy may well be an important consideration for pregnant women. These findings present both researchers and practitioners with an opportunity for intervention and further research

Beyond Piecework: Employment for Persons with Intellectual and Developmental Disabilities

All people deserve competitive, fulfilling employment (Lysaght, Cobigo, Hamilton, 2011). Many people with intellectual or developmental disabilities (I/DD) have difficulty obtaining competitive employment despite desiring to work (Lysaght, Ouellett-Kuntz, & Lin, 2010). In past years, people with I/DD have been employed in sheltered workshops; however, they are often paid below minimum wage, do not receive benefits, and are viewed as subordinates. Workers report the desire to work outside of sheltered employment. Competitive employment (integrated/supported employment), can lead to social justice, social inclusion, personal growth, and improved financial situations (Migliore, Mank, Grossi, & Rogan, 2007). Occupational therapists are suited to assist individuals with I/DD in obtaining and maintaining employment through development of skills and environmental supports. The purpose of this session is to present the results of an evidence based review on effective interventions to increase integrated/supported work engagement for individuals with I/DD, as well as discuss the significance in occupational therapy practice. A comprehensive literature review was performed to identify best practice. CINAHL, PubMed, OT Search, Scopus, ERIC, and Cochrane databases were searched. Peer reviewed articles published between 2003-2013, relating to interventions regarding integrated/supported employment for adults with I/DD, and within the scope of occupational therapy were included in the literature review. The review examined 12 articles that investigated the most effective interventions to increase integrated/supported work engagement in adults with I/DD. Reviewers used Law and McDermid’s (2003) Appendix M+N and PRISMA Systematic Review Form to critique the articles. There was one primary and one secondary reviewer per article; discrepancies were resolved through peer discussion. Upon review and synthesis of the articles, two main outcome themes, accuracy and quality of life were identified. Accuracy was typically related to the intervention of assistive technology. Interventions related to quality of life included choice-making, microenterprise, and peer support. In addition to expanding occupational therapy’s scope of practice, understanding the most effective interventions to promote employment for adults with I/DD allows occupational therapists to make informed decisions to increase the opportunities for integrated/supported work engagement for this population. References: Law, M. & McDermid, J. (2003). Appendix M and N (pp 414-423). In Evidence-Based Rehabilitation. Thorofare, NJ: SLACK, Inc. Lysaght, R., Cobigo, V., & Hamilton, K. (2012). Inclusion as a focus of employment-related research in intellectual disability from 2000 to 2010: A scoping review. Disability and rehabilitation, 34(16), 1339-1350. Lysaght, R., Ouellette-Kuntz, H., & Lin, C. J. (2012). Untapped potential: Perspectives on the employment of people with intellectual disability. Work: A Journal of Prevention, Assessment and Rehabilitation, 41(4), 409-422. Migliore, A., Mank, D., Grossi, T., & Rogan, P. (2007). Integrated employment or sheltered workshops: Preferences of adults with intellectual disabilities, their families, and staff. Journal of Vocational Rehabilitation, 26(1), 5-19

Adolescent Depression Management: An Inner City Federally Qualified Health Center Program Evaluation

Background: Within the state, approximately 119,000 adolescents aged 12-17 have depression, and it is estimated that 57.8% do not receive any mental health care (National Alliance on Mental Illness [NAMI], 2021). Objectives: The purpose of this program evaluation is to evaluate the management of adolescent depression. This evaluation focused on adolescent depression screening rates, medication prescribing and adherence, counseling referrals and initiation, barriers to treatment, follow-up visits, and parent feedback about the care received. Methods: All adolescents who did not have previously diagnosed depression or developmental delay were included in this program evaluation., A weekly manual chart review was used to collect each adolescent’s age, gender, and PHQ-9 score. The parents of each adolescent with PHQ-9 score of 10 or higher were called for a follow-up to evaluate their experience. Results: Only 64.4% of adolescent age 12-18 were screened for depression during their wellchild visit. Of the 45 adolescents screened, three had a PHQ-9 score of 10 or above. Only one patient parent answered the follow-up call. Conclusions: To be adherent with clinical practice guidelines, adolescent depression screening rates must be improved. Generalizability of project findings is limited by the participation of only one provider, a small sample size, and a short implementation timeline. Implications: Providers should continue to be educated on current guidelines. Future projects should focus on implementation of routine adolescent PHQ-9 screenings among all providers at the office. Future projects can also be used to medications, counseling, and follow-up care

Reach for the Stars: Improving Upper Extremity Function After Spinal Cord Injury

Objectives of Presentation: 1.) Describe how cervical spinal cord injury affects UE functioning necessary for activities of daily living. 2.) Describe occupational therapy interventions used to increase UE functioning in cervical SCI. 3.) Discuss how current evidence supports implementing occupational therapy interventions into clinical practice for individuals with cervical SCI, in order to maximize independence in activities of daily living. PICO: What is the evidence supporting occupational therapy interventions to increase upper extremity function in order to improve ADL performance following Cervical Spinal Cord Injury? Presentation: 42 minute