Effect of Verbal Directions on Grip Strength Evaluated Using the Handheld Dynamometer

Background: Grip strength measurement using the handheld dynamometer is a key aspect of the evaluation of an upper extremity injury. The handheld dynamometer manufacturer has established research-based guidelines outlining body positioning during grip strength measurement. However, verbal direction guidelines, while provided, have not yet been shown to be most effective through research. This study seeks to determine whether the use of one of two types of verbal directions, with and without encouragements, resulted in greater grip strength as measured by the handheld dynamometer. Method: The grip strength of healthy females (n = 60) was compared using two sets of prerecorded verbal directions administered in random order. All other procedures were constant and closely followed a standardized procedure. Results: A statistically significant difference in the right- and left-hand grip strength (mean difference: 5.55 and 5.74 lb, respectively) was found between the two sets of verbal directions with verbal encouragement eliciting higher strength (p \u3c 0.0001). Conclusions: Verbal directions significantly affect grip strength scores in healthy females when evaluated using the handheld dynamometer. Evaluators should use verbal directions with encouragements when seeking to elicit maximum grip strength

Occupational Therapy Adjunct Faculty Self-Perceptions of Readiness to Teach

To meet the demands of a growing profession, occupational therapy (OT) education programs rely on adjunct faculty to augment their faculty pool. Clinicians transitioning into faculty roles frequently do not have formal training in teaching and learning practices. This problem is compounded with adjunct faculty, as they are not using best teaching practices in OT education programs and do not have easy access to university resources. A qualitative study was conducted to describe the perceptions of new OT adjunct faculty on their degree of preparedness to teach, the supports needed to be successful in transitioning from clinician to academician, and their familiarity with and use of evidence-based teaching strategies. New OT adjunct faculty perceived they were prepared to teach, provided they have supports in place and command of the subject. New OT adjunct faculty make limited use of EBTP and use occupational therapy skills to aid in classroom teaching. New OT adjunct faculty feel ready to teach in terms of content knowledge but not in terms of pedagogical knowledge. They do not fully understand their academic role and have limited access to pedagogical content provided by their academic institutions

Occupational Therapy’s Role in Early Language Development of Babies and Young Children

Occupational therapy practitioners in their interactions with babies, young children and their families, can be change-agents who promote rich language environments as a foundation to social interactions, social participation and academic successes. OTPs may be the sole provider working with a family or may reinforce with families the plan of care developed by speech-language pathologists (SLP) or early intervention teachers. The first step for OTPs is deeper knowledge of the importance of early language exposure, social interaction and participation development in young children and approaches that promotes rich language environments

The Kawa Model’s Value for Level II Occupational Therapy Fieldwork Students

Fieldwork (FW) plays a crucial role in occupational therapy (OT) education by fostering students to become competent entry-level practitioners. Reflective journaling promotes increased competence in OT FW students. The Kawa Model can be used as a journaling framework that uses metaphorical illustrations to self-reflect. It has been described as useful in multiple contexts. No study has yet investigated the use of the Kawa Model as a self-reflection tool with OT FW students. Video self-reflections of their Kawa Model drawings and audio recorded semi-structured interviews were used to explore Level II FW students’ perceptions of the usefulness of the Kawa Model. Seven themes emerged from the qualitative analysis, all pivoting around the concept of the usefulness of the Kawa model for self-reflection and the model’s ability to authentically represent the OT students’ Level II FW experience. Overall, the results suggest that Level II FW students find the Kawa Model useful for self-reflection. The students reported that the structure and metaphorical illustrations used in the Kawa model were true to their professional growth during their FW experience. The Kawa Model may be a unique way to foster OT students’ authentic view and appreciation of all relevant and meaningful aspects of their FW journey

A Company-Wide Initiative to Improve Screening for Vision Impairment

Objectives: \u3e 1 out of 6 point up in knowledge of vision impairment & confidence in screening (6 questions; 1=strongly disagree to 7=strongly agree) 40% of clients will undergo vision screening Identify & resolve barriers to vision screening (4 questions

Sensory-Based Interventions in the School Setting: Perspectives of Paraeducators

Sensory experiences or environmental modifications can: Regulate behavior Improve sensory modulation Improve readiness for activities Improve focus for learnin

Occupational Therapy Students\u27 Perceptions of their own Notetaking

Purpose: Notetaking is a critical skill for higher-level thinking and information integration in graduate students, including occupational therapy students. Though there is a growing body of literature about notetaking modalities, strategies utilized, and self-perceptions of skills in college students, studies about occupational therapy (OT) students’ notetaking preferences have been absent from the literature. This study examines how OT students take notes and their perceptions of their notes. Method: This descriptive study of students in a Master of Occupational Therapy program (n=57) completed the Notetaking Abilities and Strategies of University Students (NASUS) questionnaire which captures the constructs of notetaking methods, reasons for taking notes, students’ opinions of their notes, satisfaction with notetaking and usefulness of notes, students’ desires to change their notetaking methods, and organization and review of notes after class. Results: Study found that students utilized both handwritten and digital forms of notetaking, as expected, and took notes in class primarily as a resource to study for assessments and complete assignments as well as to remember information. Overall, students had a moderate degree of confidence and satisfaction with the usefulness of their notes and expressed a desire to improve their notetaking. Conclusions: Understanding the notetaking preferences of OT students can facilitate OT programs’ ability to support these students’ learning

Occupational Therapy Assistant Students’ Perspectives About the Development of Clinical Reasoning

A mandatory component of the training of occupational therapy assistant (OTA) students is the development of their clinical reasoning skills. As the demand for OTAs continues to increase in response to the growing need for occupational therapy services, the number of academic programs to prepare these future therapists has expanded. Unfortunately, there is no empirical literature addressing the preparation of OTA students, specifically the development of their clinical reasoning skills. Artifact analysis, focus groups, and questionnaires were used to explore OTA students’ perceptions of what Level II fieldwork learning experiences facilitated the development of their clinical reasoning skills. The results suggest OTA students develop clinical reasoning skills during Level II fieldwork by engaging in a variety of learning experiences with support from fieldwork educators who are welcoming and approachable. Learning experiences that students perceived as most helpful to the development of clinical reasoning included hands-on learning, opportunities to witness best practice, receipt of clear expectations and regular feedback, gradual responsibility for caseload management, and opportunities for collaboration. This study adds to the profession’s body of knowledge and has implications for OTA educators, fieldwork educators, OTA students, and future consumers of occupational therapy services

Postsecondary Education Students with Disabilities’ Perceptions of Occupational Therapy-Led Coaching

Background: Students with disabilities attending postsecondary education (PSE) institutions have poor degree progression, retention, and graduation rates. PSE institutions are addressing these challenges in various ways, including the delivery of occupational therapy (OT)-led coaching. There is emerging evidence that coaching increases academic success and self-determination in PSE. The students’ perspectives about the benefits of OT-led coaching intervention has yet to be explored. Method: A phenomenological study was conducted using transcribed semi-structured interviews with 18 college students with disabilities. Qualitative data analysis was conducted through an immersive inter-coder process that included independent coding, comparison of codes, discrepancy resolution to combine or redefine codes, and theme identification. Results: Overall, the participants reported perceiving the OT-led coaching intervention as beneficial to them. Specifically, four major themes emerged from the data: the personal and academic growth achieved, the benefits of an open and supportive environment in the coaching program, the participants’ perception of self-identified goal achievement, and the importance of accountability and engagement. Conclusion: The students with disabilities perceived that the OT-led coaching intervention was beneficial and identified aspects of the intervention that were most useful to them, including the emotional and material support