Efficacy of alternative seating on attention, in-seat behavior, and occupational performance in children with Attention Deficit Hyperactivity Disorder

Currently, there is one systematic review conducted by Gochenour and Poskey7 that synthesize current research evidence regarding alternative seating for students with attention difficulties. A limitation of this review, as noted by the authors, is a lack of a consistent definition of attention difficulty in the studies they included. A systematic review focused on a specific, well-defined diagnosis will better contribute to practice recommendations since these recommendations will be tailored to a clear and comprehensive understanding of the child’s attentional and occupational challenges. The review also included studies of children with autism spectrum disorder (ASD).7 While those with ASD may also have difficulties with attention, in-seat behavior and occupational performance, the underlying mechanism yielding these symptoms may be different than in children with ADHD. Thus, alternative seating may not work in the same way for children with ASD as it would for children with ADHD.7 Thus, a systematic review is needed to examine the evidence from all current studies regarding alternative seating on improving attention, in-seat behavior and occupational performance in students with ADHD to increase evidence-based practice in the field of occupational therapy

A Systematic Review of the Efficacy of Motivational Interviewing on Occupational Performance

This systematic review aims to review the efficacy of MI to address such performance goals falling within the occupational therapy scope of practice

Interface Tension in Quenched QCD

We calculate the tension $\sigma$ of the interface between the confined and deconfined phases by the histogram method in SU(3) lattice gauge theory for temporal extents of 4 and 6 using the recent high-statistics data by QCDPAX collaboration. The results are $\sigma/T_c^3 = 0.0292(22)$ and 0.0218(33) for $N_t=4$ and 6, respectively. The ratio $\sigma/T_c^3$ shows a scaling violation similar to that already observed for the latent heat \latent. However, we find that the physically interesting dimensionless combinations (\sigma^{3}/\latent^2 T)^{1/2} and \sigma T/ \latent scale within the statistical errors.Comment: 13 pages with 2 PostScript figures, LaTeX, CERN-TH.6798/93, AZPH-TH/93-04, UTHEP-25

Efficacy of Social Cognitive Interventions on Improving Social Participation in Children with Autism Spectrum Disorder

Social cognitive training programs, developed primarily by mental health and educational professionals to teach social skills to children with ASD, may have the potential for implementation in the field of occupational therapy to support social participation among this population. This current systematic review was conducted to examine the efficacy of social cognitive interventions to improve social participation in children with AS

A Systematic Review: Light Therapy for Individuals with Dementia and Implications for Practice

This systematic review seeks to answer the question: is light therapy an effective intervention for sundowning symptoms experienced by individuals who have dementia

A Systematic Review of the Efficacy of Cognitive Stimulation Therapy (CST) on Quality of Life in Persons with Dementia

Quality of life (QoL) is an established outcome measure of patients with dementia and is strongly influenced by an individual\u27s environment and mood. While there are many outcomes that can be examined with Cognitive stimulation therapy (CST) interventions, this systematic review focused on quality of life

Efficacy of Work-Related Training for Individuals with Autism Spectrum Disorder

Research suggests that traditional models of work-related training, in addition to a lack of on-the-job support, may exacerbate difficulties experienced by individuals with autism spectrum disorder with obtaining and maintaining employment The poor employment outcomes experienced by individuals with ASD are well-documented throughout literature and have resulted in the need to examine more effective ways of providing support and work-related interventions. Although research has investigated the efficacy of work-related training on successful employment outcomes when used with individuals with ASD, a systematic review summarizing this evidence has yet to be published. Therefore, this review examines and interprets current research evidence on the efficacy of work-related training for individuals

Multiple Constructs and the Effects of Accommodations on Standardized Test Scores for Students with Disabilities

Students with disabilities frequently use accommodations to participate in large-scale, standardized assessments. Accommodations can include changes to the administration of the test, such as extended time, changes to the test items, such as read aloud, or changes to the student’s response, such as the use of a scribe. Some accommodations or modifications risk changing the difficulty of the test items or decreasing the validity of how test scores are interpreted. Questions regarding the validity of accommodated tests are heightened when scores are used in high-stakes decisions such as grade promotion, graduation, teacher merit pay, or other accountability initiatives. The purpose of this article is to review existing literature on multiple constructs that affect validity of interpretations of accommodated assessment scores. Research on assessment accommodations continues to grow but offers few conclusive findings on whether they facilitate fair and accurate measurement of student knowledge and skill. The validity of an accommodated score appears to vary depending on several factors such as student characteristics, test characteristics, and the accommodations themselves. A multiple construct approach may facilitate more accurate evaluations of the effects of accommodated test scores Accessed 12,923 times on https://pareonline.net from October 19, 2009 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

Efficacy of Cognitive and Metacognitive Interventions on Executive Functioning Post Traumatic Brain Injury to Enhance Occupational Performance

Cognitive rehabilitation (CR) is proposed as an effective intervention for individuals post Traumatic Brain Injury (TBI), by addressing cognitive function through remediating skills and practicing new compensatory skills. While there is considerable research, including systematic reviews that explore cognitive interventions post TBI, more research is needed in which occupational performance is the primary outcome of cognitive intervention. This current systematic review aims to synthesize the current body of evidence available on how using CR techniques to address executive functioning impact occupational performance in individuals who sustained a mild or moderate TBI