Alexia E. Metz

Association Between Dysfunctional Elimination Syndrome and Sensory Processing Disorder

OBJECTIVE. We explored whether sensory processing disorder (SPD) is related to dysfunctional elimination syndrome (DES). METHOD. We used the Vancouver Nonneurogenic Lower Urinary Tract Dysfunction/Dysfunctional Elimination Syndrome Questionnaire and the Short Sensory Profile with participants who sought treatment of DES (n = 19) and healthy control participants (n = 55). RESULTS. Significantly more children with DES (53%) had SPD than was reported for the general population (p < .001; Ahn, Miller, Milberger, & McIntosh, 2004). Control participants did not have a greater rate of SPD (p = .333). We found a significant association between the occurrence of DES and SPD, χ²(1) = 20.869, p < .001, and a significant correlation between test scores (Spearmans ρ = -.493, Rs² = .243, p < .001). CONCLUSION. Many children with DES may also have SPD, suggesting that a childs sensory processing pattern would be an important aspect that could influence the plan of care.

Examining the Meaning of Training Animals: A Photovoice Study With At-Risk Youth

Using the photovoice method, we explored the benefits of engaging in a rescue-animal training program for at-risk youth. While participating in the community-based program, five adolescent males in residential care took pictures and shared their experiences through interview and focus groups. Six themes emerged: Gaining patience, forming an attachment to the dog, wanting to better themselves or make better choices, helping others or volunteering, teaching, and relating to the dog. Individually and collectively, the themes suggest that training rescue animals may be a meaningful occupation for at-risk youth and may provide therapeutic benefits.

Apps in therapy: occupational therapists’ use and opinions

Abstract To gather information on occupational therapy practitioners’ use and opinions of apps, an online survey was distributed to occupational therapy practitioners licensed in the state of Ohio. The survey sought information regarding clinical populations and skill areas for which apps are used, potential barriers to use of apps and preferred apps/app features. OTs working in medical and education-based settings and with clients of all ages responded to the survey. Over half (53%) reported not using apps in therapy, with “not having access to the technology at work” being the leading reason endorsed. Of practitioners who did report using apps, the majority used them with ≤25% of their case load and primarily used tablets to do so. Clinicians indicated that they use apps for a wide variety of reasons, including to promote skill building and to support the therapeutic process. Preferred features included the ability to grade difficulty up/down, multiple uses and accurate feedback. Recommendations from peers were the most commonly reported way respondents found new apps. The results suggest that occupational therapy practitioners employ clinical reasoning when implementing apps in therapy. Possible ways to improve access to apps for therapists who would like to implement them are discussed. Implications for Rehabilitation Many occupational therapy practitioners are using apps with at least a portion of their caseloads. Therapists select apps based on peer recommendations, most commonly selecting those which promote skill building and support the therapeutic process. More therapists might make use of apps if potential barriers were reduced or eliminated, including availability of technology in the clinical practice setting, therapist training and education, therapist input into app development and an enhanced evidence base.

The effect of thematically related play on engagement in storybook reading in children with hearing loss

Purpose: This study examined whether theme-related play increased subsequent engagement in storybook reading in preschool children with typical hearing and with hearing loss. Method: This study employed a counterbalanced experimental design. In all sessions, participants engaged in free play first and then were read a storybook. In the experimental condition, the play materials matched the theme of the book, and in the control condition it did not. Conditions were presented in random order. Storybooks had language at the early preschool level and had characters, plots, and illustrations. Twenty-three preschool-aged children participated, 12 with typical hearing and 11 with hearing loss. Engagement during storybook reading was measured using a modified Child Behaviour Rating Scale (CBRS; Mahoney, 1998), consisting of five Items: Attention to Activity, Involvement, Cooperation (Attention subscale), and Affect and Joint Attention (Socio-emotional subscale). Results: Play that matched the theme of the storybook selectively enhanced engagement, particularly the Affect Item and the Socio-emotional Subscale of the CBRS, in participants with hearing loss. Conclusions: Thematically related play prior to reading leads to increased interaction with the reader and more positive emotion during reading for children with hearing loss. Implementing this approach is simple and fun for school and home settings.

Occupational Therapy Practitioners' Knowledge and Perceptions of Childhood Asthma and Cystic Fibrosis

ABSTRACT This study surveyed pediatric occupational therapy practitioners regarding their knowledge and perceptions about the chronic respiratory diseases (CRDs) asthma and cystic fibrosis which affect the functioning and quality of life for millions of children. Surveys were mailed to 250 members of the Ohio Occupational Therapy Associations pediatric member support group. Though 104 occupational therapy practitioners returned completed surveys, only the 82 who were currently practicing in pediatric settings were included in analysis. Respondents scored an average of 77% (SD = 10%) on a test of knowledge about asthma and cystic fibrosis. Respondents demonstrated several misperceptions about of the effects of these diseases on everyday life. A large majority (91%) endorsed one or more roles for occupational therapy with children with chronic respiratory diseases. Respondents indicated that confusion about the role of occupational therapy is a barrier to practice with children with CRDs. The results may prompt educational curricula to make adjustments, while continuing education courses may expand in addressing CRDs.

What We Know About Asperger Syndrome: Epidemiology and Etiology

As we will see in this chapter, many individuals around the world have contributed to the contemporary understanding of Asperger syndrome. The numerous studies must be evaluated both individually and collectively. Each adds value to the field despite the fact that there are few unequivocal answers to the questions this chapter sets out to discuss.

The influence of the number of toys in the environment on toddlers’ play

We tested the hypothesis that an environment with fewer toys will lead to higher quality of play for toddlers. Each participant (n=36) engaged in supervised, individual free play sessions under two conditions: Four Toy and Sixteen Toy. With fewer toys, participants had fewer incidences of toy play, longer durations of toy play, and played with toys in a greater variety of ways (Z=-4.448, p<0.001, r=-0.524; Z=2.828, p=0.005, r=0.333; and Z=4.676, p<0.001, r=0.55, respectively). This suggests that when provided with fewer toys in the environment, toddlers engage in longer periods of play with a single toy, allowing better focus to explore and play more creatively. This can be offered as a recommendation in many natural environments to support childrens development and promote healthy play.

The Effect of Positional Support on Tolerance of Wakeful Prone in Infants.

ABSTRACT Supervised wakeful prone promotes motor milestones. Indications are that many infants do not receive adequate prone, with poor tolerance as a contributing factor. A common suggestion is the use of positional support. Aims: This study has two main purposes: (1) To determine whether varied levels of positional support affect the duration of time spent in prone, and (2) to determine the effect of positional support with respect to infant size. Methods: A convenience sample of 32 healthy infants ranging in size, aged 3.3 ± 0.04 months, were placed in prone in three counterbalanced randomized levels of positional support: a flat blanket (Blanket condition), a rolled blanket (Roll condition), and a pillow (Boppy condition). Results: There were significant differences in time spent in prone with the Boppy condition affording infants up to three more min in prone across three repeated trials. There were no significant interaction effects between condition and infant size measurements. Conclusions: These results provide evidence for increasing positional support, such as through use of a Mini Boppy®, to facilitate tolerance for prone for infants of all sizes.

Knowledge of Results and Learning to Tell Time with Typically Developing 7- and 8-Year-Old Children: A Single Subject Research Design

This study investigated whether knowledge of results (KR) in the form of auditory and visual feedback was beneficial for typically developing children when learning the new task of telling time. It was hypothesized that performance would be enhanced during the phases associated with KR. Four typically developing 7- and 8-year-old children participated in this ABAB single-subject experimental design, where no KR was administered during the A phases and KR was administered during the B phases. Wilcoxon signed rank test (e.g., p < .05) and slope analyses revealed that 3 of the 4 participants significantly improved their performance during the KR phases. Therefore, KR appears to be an effective tool when teaching the skill of telling time to a normally developing child. More research is needed to establish the external validity of this learning technique and needs to be extended to children with special needs.