Ann Kennedy-Behr

Physical and Social Play of Preschool Children with and without Coordination Difficulties: Preliminary Findings

Introduction: This preliminary study investigated the play skills and frequency of engagement in play of young children with and without motor coordination difficulties. Method: Using a quasi-experimental design with two independent groups, the play of 21 children aged 4–6 years with (n = 11) and without coordination difficulties (n = 10) was assessed using the Revised Knox Preschool Play Scale and the Play Observation Scale, based on 30 minutes of videotape of play at preschool. Motor skills were assessed using the Developmental Coordination Disorder Questionnaire — German and the Movement Assessment Battery for Children — Second Edition. Results: Significant differences were found in developmental play skills between the two groups, specifically in the childrens overall play age and in gross and fine motor play, with lower play ages found for children with coordination difficulties. Frequency of engagement and social interaction in play was significantly different: children with coordination difficulties spent more time as onlookers, or in transition, than their typically developing peers. They were more frequently involved in an aggressive incident and had higher frequency of negative affect than the control children during play. Conclusion: Children with coordination difficulties engaged in less mature gross and fine motor play than the control group. Difficulties in social interaction seem to be evident at a younger age than has previously been described. Early identification of these difficulties may provide directions for intervention; however, this needs to be more fully explored with a larger sample.

A comparison of the play skills of preschool children with and without developmental coordination disorder

Play is commonly acknowledged as being important to childrens development. School-aged children with developmental coordination disorder (DCD) are known to be less involved in play and more socially isolated than their typically developing peers, but little is known about play of preschool children with DCD. Using a quasi-experimental design, developmental play skills and frequency in engagement in play of two independent groups of preschool children aged 4 to 6 years with (n = 32) and without (n = 31) probable DCD were compared. Play skills were assessed using the Revised Knox Preschool Play Scales and the Play Observation Scale based on 30 minutes of videotape of free play at preschool. Preschool children with probable DCD had a lower developmental play age and engaged less frequently in play than their typically developing peers. Given the importance of play, children with DCD need to be identified and supported to enable them to play at preschool similarly to their peers.

Aggressive interactions during free-play at preschool of children with and without developmental coordination disorder.

This aim of this study was to investigate an unexpected finding from a larger study examining the play of preschool children with and without developmental coordination disorder (DCD). We found that children with DCD were more frequently involved in aggressive incidents during free-play than their peers. Children with (n=32) and without DCD (n=31) were videotaped during free-play at preschool and their play was assessed using the Play Observation Scale. A post hoc analysis was conducted using a specifically developed rating instrument to examine the aggressive incidents captured on video. Videos from 18 children with DCD and 8 typically developing children without DCD were found to contain aggressive incidents. Children with DCD were significantly more often involved as both aggressor (p=.016) and victim (p=.008) than children without DCD (p=.031). This is the first study to identify victimization and aggression as being problematic for children with DCD as young as 4 years of age and needs replication. Given the negative consequences of involvement in aggression and victimization, play-based early intervention focusing on prevention needs to be developed and implemented.

Creating Enabling Environments at Preschool for Children with Developmental Coordination Disorder

The aim of this descriptive case study was to investigate the use of a two-part intervention in enabling the play skills of children with probable developmental coordination disorder in their preschool environments. Occupational performance coaching (OPC) was used with three teacher-child dyads in combination with a play-based intervention with the child. The intervention took place over 4 weeks and used the Canadian Occupational Performance Measure, the Revised Knox Preschool Play Scales, and the Play Observation Scale as outcome measures. Results indicated that the teachers found OPC to be useful in raising their awareness of issues surrounding occupational performance difficulties and in generating solutions to those difficulties. Improvements were noted in the childrens occupational performance and in their developmental play skills. Frequency of engagement in group play increased while frequency of onlooker and unoccupied behaviour decreased. Implications for future interventions and research are described.

Collaborative goal setting with and for children as part of therapeutic intervention

Abstract Purpose: This study explored collaborative goal setting with children, parents, and teachers, and children’s reasons for their goals based on their perceived self-efficacy, using the Austrian–German Perceived Efficacy and Goal Setting System (AG-PEGS). Method: Thirty-eight children from age 5 to 10 years (referred to occupational therapists because of difficulties in performing everyday activities), their parents and teachers participated in this mixed methods study. Participants’ goals were analyzed using descriptive statistics and content analysis. Data were grouped into thematic categories, and attributed to health factors according to the International Classification of Functioning, Disability, and Health-Children & Youth Version (ICF-CY). Results: Children’s responses underlined the significance of self-efficacy and participation for a child’s health and well-being. They gave priority to their independence, competence, and joy in meaningful everyday activities and indicated social motives such as belonging to and being accepted by others for their mainly participation-oriented goals. Parents’ main concerns were related to school task performance, whereas teachers mainly chose body functions and school activities to be the focus of occupational therapy intervention. Conclusions: Exploring clients’ priorities, the meanings they attributed to activities in daily life, and their underlying motives for goals should be part of therapeutic intervention. Children and their caregivers are valid and important sources for therapeutic goal setting. Basic human needs, e.g., for relatedness, competence (self-efficacy), autonomy, and meaningful personal orientation, should be considered when prioritizing goals for intervention. Implications for Rehabilitation Children are a valid and important source for therapeutic goal setting. Children’s goals focused on activities and participation in all life areas, and half of the parents’ goals on activities as relevant for productivity (followed by self-care and leisure), while teachers tended to prioritize goals at the body functions and structures level. The experience of their task performance affecting participation, and the basic needs for independence, relatedness (belonging to and being accepted by others), competence (self-efficacy), and joy through engagement in personally meaningful activities are main motives for children with developmental disabilities to choose their goals for intervention. A client-centred approach in working with children with developmental disabilities requires time and attention for exploring meaning-attributed activities for children and their proxies when collaboratively setting goals.

Fidelity of Occupational Performance Coaching: Importance of Accuracy in Intervention Identification

Establishing fidelity processes and measures is an important step in the development of interventions. Accurate referencing, naming of interventions and robust discussion of deviations from the theories, methods or terminology underpinning interventions support the fidelity of future applications of interventions in research and clinical settings. This commentary clarifies the establishment of fidelity for Occupational Performance Coaching (OPC) in relation to a recent article on this topic by Dunn and colleagues. Fundamental flaws in the referencing, labelling, theoretical underpinnings and methods inaccurately described as OPC are outlined. Guidance in establishing fidelity for future applications of OPC is provided.

Student experiences of learning in a technology-enabled learning space

ABSTRACT When students are given the opportunity to articulate their experiences in a technology-enabled space, we gain insights into how the space impacts on their learning. This research contributes to the growing interest in the development of technology-enabled learning spaces in Australian higher education. A qualitative participatory research approach incorporating Photovoice, provided insights into students’ experiences of a tiered technology-enabled learning space. Participants included students who attended courses delivered in a 4-tiered learning space which accommodates 75 students at 14 small group desks. Thematic analysis of 85 student Photovoice reflections identified both learning environment challenges and affordances. Findings suggest that physical and technological affordances of this type of learning environment accommodate collaborative learning and indicate that technology-enabled learning spaces can encourage group work, self-directed learning and facilitate deeper learning through collaboration.

Wellbeing and engagement in occupation for people with Parkinson’s disease:

Introduction Wellbeing is an important goal and outcome measure for people living with Parkinson’s disease. Previous wellbeing studies have used standardised measures and not explored the individual understandings of wellbeing and how it is affected by engagement in meaningful occupations. The aim of this study was to explore individual definitions of wellbeing and perceived associations between engagement in daily occupations and wellbeing for people living at home with Parkinson’s disease. Method A qualitative descriptive design was used. Participants completed 24-hour time diaries prior to completing semi-structured interviews which explored participants’ individual definitions of wellbeing and perceptions of associations between wellbeing and engagement in occupation. Transcribed interviews were analysed using thematic analysis. Results Seventeen participants were recruited and 11 completed interviews. Participants defined wellbeing in terms of independence and satisfaction in being able to contribute to others’ lives. Participants identified engagement in meaningful occupation as supporting their wellbeing and maintaining relationships and identity. Conclusion This study expands what is known about wellbeing for people living with Parkinson’s disease. Understanding the individual meaning of wellbeing and facilitating engagement in the occupations individuals with Parkinson’s disease identify as meaningful may assist them to maintain wellbeing despite the presence of disease.