Patricia Bowyer

How interdisciplinary pediatric practitioners choose assessments.

Background. The assessment process affects the direction and quality of the services children and youth with disabilities receive. However, little is known about how practitioners choose tools and strategies to assess clients. Purpose. To identify processes practitioners use to gather information and choose methods of assessment in pediatric practice. Methods. Three focus groups were held with teams of interdisciplinary pediatric practitioners. Key themes were identified. Findings. Two primary themes emerged: “Things practitioners want to know” and “Choosing what and how to assess.” Practitioners began the assessment process wanting to gather information about children and their environment. Practitioners then used the initial information to decide what and how to further assess as described by three subthemes: “fitting” the child, balancing formal and informal information, and professional context. Implications. Practitioners generally made individualized assessment choices for each child based on the initial information they gathered and then used a balance of formal and informal assessments. However, they were more likely to formally assess children at the level of body structures and function rather than participation, and continued to rely upon such standardized assessments to meet reimbursement and policy requirements.

Determining the Clinical Utility of the Short Child Occupational Profile (SCOPE)

Objective: The purpose of this study was to propose a process for the study of clinical utility and to illustrate its implementation in the development of an assessment. Method: A mixed methods approach was used to understand the clinical utility of an assessment in development. An exploratory qualitative/quantitative (QUAL?QUANT) approach was used to identify perspectives of the clinical utility of the assessment. The design placed equal status on the two methods used: focus groups and surveys. Results: The proposed process for the study of clinical utility resulted in targeted revisions based upon data obtained from 21 practitioners in three focus groups during a systemised examination of clinical utility. Conclusion: A mixed methods process can be used to ensure the clinical utility of assessments during the development process.

International efforts to disseminate and develop the model of human occupation.

This paper documents efforts in Canada, France, Finland, Germany, Hispanoamerica, Israel, Japan, The Netherlands, and Taiwan to disseminate the Model of Human Occupation (MOHO). We aim to characterize the challenges involved, the strategies used, and the impact of these efforts in diverse cultural and social conditions.

Determining the Internal Validity of the Inventory of Reading Occupations: An Assessment Tool of Children’s Reading Participation

The Inventory of Reading Occupations (IRO) is an assessment tool of childrens reading participation. In this study, we used Rasch methods to determine the internal validity of the IRO. Participants included 192 typical and struggling readers from kindergarten to third grade from five different states in the United States. We analyzed the fit of each of the items in the 17 reading categories, the test items in the three dimensions of reading participation, and the contexts of reading in the IRO. Analysis indicated that the IRO items support the Rasch model of unidimensionality. Analysis also indicated that 1 of the 30 test items can be revised to strengthen test validity. Moreover, the analysis also suggested that the IRO is more useful for first- to third-grade students. This study provides evidence of internal validity of a useful tool to assess childrens reading participation.

The Clinical and Classroom Utility of the Inventory of Reading Occupations: An Assessment Tool of Children’s Reading Participation

Background: The aim of this study was to determine the initial clinical and classroom utility of the Inventory of Reading Occupations (IRO), a new tool to assess children’s reading participation. Method: The study used phenomenological qualitative and descriptive methods. The participants included 38 occupational therapists, speech-language pathologists, classroom teachers, and parents who completed or reviewed responses of children on the IRO. To provide triangulation, 20 of the children who completed the IRO were interviewed. Data were thematically analyzed and then categorized using a central Strengths-Weaknesses-Opportunities-Threats premise. Results: The majority of the participants indicated favorable response to the clinical and classroom utility of the tool. Common themes were (a) the IRO is a user-friendly and engaging assessment that allows students to reflect on their reading participation; (b) the IRO is more suitable for children who engage in more structured reading; (c) the IRO can be adapted for older children; and (d) there is a need to identify whether the IRO is better as a screening or a full assessment tool. Conclusion: The study provided useful perspectives on how the tool can be further improved as a measure of the reading participation of school-aged children.

Treatment fidelity in Model of Human Occupation research

Introduction Treatment fidelity is an important consideration in occupational therapy efficacy research. It involves methodological strategies that enhance quantitative rigor and improves confidence in research outcomes. This study examines treatment fidelity in Model of Human Occupation efficacy literature because it is a widely used, occupation-focused theory with a substantial evidence base. Method Relevant articles (n = 17) were coded for treatment fidelity with the Treatment Fidelity Measure. Percentages of articles reporting treatment fidelity strategies and mean adherence to fidelity strategies were calculated. One-way analysis of variance was used to examine fidelity over time. Results Only one study reported provider training strategies and measured nonspecific treatment effects. Overall mean adherence to treatment fidelity strategies for Model of Human Occupation research was 0.57; one study demonstrated high fidelity with a score of ≥0.80. Model of Human Occupation efficacy literature trends toward higher levels of treatment fidelity over time. Conclusion Model of Human Occupation research demonstrates a moderate level of treatment fidelity overall; it has stronger treatment fidelity from 2001 to the present. As the model progresses toward more outcomes studies, Model of Human Occupation scholars should report provider training and strategies that monitor treatment delivery to improve the quality and applicability of research outcomes.

Perspectives of Occupational Therapists on the Challenges of Early Intervention Practice: A Pilot Study.

ABSTRACT Occupational therapists in the field of early intervention (EI) are challenged with limited opportunities for communication and collaboration with colleagues and other EI team members. One hundred and two occupational therapists and occupational therapy assistants with early intervention experience completed a descriptive survey. Questions on the survey pertained to the challenges in early intervention practice and proposed solutions to these challenges. According to the study, 39.74% of respondents reported that communication is the greatest challenge in EI. Descriptive data was summarized and coded for themes pertaining to challenges and proposed solutions.

Occupational Therapy in the Context of Head Start: A Preliminary Survey Study.

ABSTRACT This preliminary, descriptive study yields information on the utilization of occupational therapy services within Head Start programs. Participants completed an Internet-based survey of 25 questions pertaining to the understanding, scope, and utilization of occupational therapy services. Surveys were completed by 35 respondents nationwide. A total of 55.17% of respondents indicated occupational therapy services are available in their Head Start programs, yet 78.57% of respondents indicated the Head Start teacher addressed concerns related to occupational therapy practice areas. This preliminary data indicates that occupational therapy services are understood and available but not fully utilized in Head Start programs.