Rose Martini

Verbal Self-Guidance as a Treatment Approach for Children with Developmental Coordination Disorder: A Systematic Replication Study.

Children with developmental coordination disorder (DCD) experience many occupational performance difficulties in all areas of daily living. For the most part, research has failed to identify an effective treatment approach for these children. Verbal self-guidance (VSG), a new approach, first explored by Wilcox and Polatajko (1993), appears to have good potential in helping children with DCD become competent in the occupations of their choice. The purpose of this study was to carry out a systematic replication of the first VSG study to determine if a different therapist could achieve similar results. Repeating the VSG procedure with four different children, using a single case study design, a different therapist was able to replicate the earlier findings. This provides further evidence of the potential of VSG as an effective approach for enabling children with DCD to surmount their motor challenges.

Feedforward Self-Modeling Enhances Skill Acquisition in Children Learning Trampoline Skills

The purpose of this research was to examine whether children would benefit from a feedforward self-modeling (FSM) video and to explore possible explanatory mechanisms for the potential benefits, using a self-regulation framework. To this end, children were involved in learning two five-skill trampoline routines. For one of the routines, a FSM video was provided during acquisition, whereas only verbal instructions were provided for the alternate routine. The FSM involved editing video footage such that it showed the learner performing the trampoline routine at a higher skill level than their current capability. Analyses of the data showed that while physical performance benefits were observed for the routine that was learned with the FSM video, no differences were obtained in relation to the self-regulatory measures. Thus, the FSM video enhanced motor skill acquisition, but this could not be explained by changes to the varied self-regulatory processes examined.

The performance quality rating scale (PQRS): reliability, convergent validity, and internal responsiveness for two scoring systems

Abstract Purpose: The performance quality rating scale (PQRS) is an observational measure of performance quality of client-selected, personally meaningful activities. It has been used inconsistently with different scoring systems, and there have been no formal publications on its psychometric properties. The purpose of this study was to test and compare the psychometric properties of two PQRS scoring systems in two populations. Methods: A secondary analysis of video recorded participant-selected activities from previous studies involving either adults living with stroke or children diagnosed with developmental coordination disorder (DCD) was conducted. Three pairs of raters scored the video recorded performances with PQRS operational definitions (PQRS-OD) and a generic rating system (PQRS-G). Results: For inter-rater reliability, PQRS-OD ICCs were substantial, ranging from 0.83 to 0.93; while the PQRS-G ICCs were moderate, ranging from 0.71 to 0.77. Test–retest reliability was substantial, >0.80 (ICC), for both rating systems across all rater pairs. Internal responsiveness was high for both rating systems. Convergent validity with the Canadian Occupational Performance Measure (COPM) was inconsistent, with scores ranging from low to moderate. Conclusion: Both scoring systems have demonstrated they are reliable and have good internal responsiveness. The PQRS-OD demonstrated greater consistency across raters and is more sensitive to clinically important change than the PQRS-G and should be used when greater accuracy is required. Further exploration of validity with actual rather than perceived performance measures is required. Implications for Rehabilitation The PQRS provides clinicians and researchers with a means of measuring actual performance of self-selected activities. Rehabilitation scientists are encouraged to improve our understanding of the relationship between perceived and actual performance as a means to improve interventions and outcomes.

Floor Time Play with a Child with Autism: A Single-Subject Study

Background. Children with autism exhibit difficulties with social interaction and communication skills, and they present with restricted interests and stereotyped patterns of behaviour that affect their daily lives. Floor time play (FTP) is an intervention approach that addresses these issues; however, there are few published studies on its effectiveness. Purpose. This study determines the effectiveness of FTP intervention with a child diagnosed with autism. Methods. A single subject AB design was used with circles of communication as the behaviour indicator for improvement. Visual and statistical analyses were completed. The childs mother kept a daily journal describing FTP intervention sessions at home. Findings. Despite variability in the data, statistical analyses indicate a significant difference between the numbers of circles of communication during the intervention phase as compared with the observation phase. Implications. This study provides preliminary evidence for the use of the FTP approach with a child with autism.

Implementing a Modified Cognitive Orientation to Daily Occupational Performance Approach for Use in a Group Format

Cognitive orientation to daily occupational performance is an intervention approach that is often used with children with developmental coordination disorder, and is usually implemented using an individual intervention format. This practice analysis describes two experiences of the cognitive orientation to daily occupational performance approach, modified for use in a group format: an intensive day-camp, and a weekly after-school club. The group format provided children with various opportunities (for example, helping other children and realizing that different ‘plans’ work for different people) and challenges (for example, maintaining both childrens engagement during problem solving and heterogeneity in childrens breakdowns). Cognitive orientation to daily occupational performance in a group format is feasible and has the potential to encourage skill acquisition for a greater number of children with developmental coordination disorder.

Self-modeling and competitive beam performance enhancement examined within a self-regulation perspective.

The observation of oneself on video that has been edited to show a performance level higher than one can actually perform is a feedforward form of modeling, termed self-modeling (SM; Dowrick, 1999). In this research, gymnasts alternated between viewing and not viewing a SM video during their competitive season. Results showed that gymnasts attained significantly higher beam scores when they viewed the video versus when they did not. No differences in self-efficacy were observed using a quantitative measure; however, a qualitative analysis of interviews based on Zimmermans (2000) model, indicated that a number of self-regulatory processes, including self-efficacy, were employed.

The experience of speech recognition software abandonment by adolescents with physical disabilities

Abstract Introduction: There is a high rate of speech recognition software (SRS) abandonment by adolescent students with physical disabilities. Purpose: This study sought to describe the experience of adolescents & their parents, who experienced abandonment of SRS. Methods: Using a narrative inquiry method, semi-structured interviews were conducted with three adolescents with a physical disability (and two parents). The individual narratives were transcribed and analyzed using plot-solution and three-dimensional space narrative elements. Results: Participants’ descriptions of their experiences of abandonment emerged along four descriptive themes: (a) they didn’t tell me the whole story, (b) I know how to use it, it’s just not worth the time and effort, (c) it’s just not the right fit for me or my needs, (d) there’s an easier way! Conclusion: Participants believed the SRS was not an adequate fit for their needs or their specific disabilities and so resorted to alternative methods of written communication. A better understanding of the compatibility of the client’s needs with the strengths & limitations of the technology, may improve the prescription and intervention process for both therapists & their clients. Implications for Rehabilitation Speech recognition software (SRS) may be a useful option for those who have difficulty in handwriting. Prescribing clinicians need to clearly outline any potential challenges or limitations of the technology they are recommending in order to help create realistic expectations. They should encourage the users to give honest feedback about their challenges. SRS may not be useful for every type of writing activity and many writing options should be made available to the individual so that the person may choose the option that best fits the activity. Parents and other facilitators, as well as the users themselves need to be helped to understand this. Prescribing clinicians should be aware that SRS in French may have some unique challenges related to the language and the clients’ regional accents.

Peer Mastery in Addition to Direct Instruction Post-Stroke: A Single-Subject Design

ABSTRACT Objective. Observational learning has been suggested as a potential strategy for improving task performance and self-efficacy with stroke survivors. The present study explored the effectiveness of the use of peer mastery in addition to verbal instructions, to improve the task performance and self-efficacy, of a stroke survivor learning to exit a car. Method. A single-subject A-B-C design including a baseline observation phase (A) followed by two subsequent intervention phases, direct instruction (B) and peer mastery modeling (C), was used. Outcome measures, guided by Zimmermans self-regulation of learning model, were obtained for task performance, perceived task performance, self-satisfaction, and self-efficacy. Results. While no improvement in task performance followed either intervention, improvements in perceived task performance, self-satisfaction, and self-efficacy were found following direct instruction. Peer mastery significantly strengthened the participants self-efficacy. Conclusion. Perceived performance and self-satisfaction may be important factors to consider when investigating self-efficacy. Further investigations are needed to study the influence of these self-regulatory processes on task performance with stroke survivors.

European-French Cross-Cultural Adaptation of the Developmental Coordination Disorder Questionnaire and Pretest in French-Speaking Switzerland

ABSTRACT The Developmental Coordination Disorder Questionnaire (DCDQ’07) is a Canadian-English instrument recommended for screening children aged 5 to 15 years who are at risk for developmental coordination disorder. While a Canadian-French version of the DCDQ’07 presently exists, a European-French version does not. Aims. To produce a cross-cultural adaptation of the DCDQ’07 for use in areas of Europe where French is spoken and to test its cultural relevance in French-speaking Switzerland. Methods. Cross-cultural adaptation was done using established guidelines. Cultural relevance was analyzed with cognitive interviews of thirteen parents of children aged 5.0 to 14.6 years (mean age: 8.5 years, SD = 3.4), using think-aloud and probing techniques. Results. Cultural and linguistic differences were noted between the European-French, the Canadian-French, and the original versions of the DCDQ’07. Despite correct translation and expert committee review, cognitive interviews revealed that certain items of the European-French version were unclear or misinterpreted and further modifications were needed. Conclusions. After rewording items as a result of the outcomes of the cognitive interview, the European-French version of the DCDQ’07 is culturally appropriate for use in French-speaking Switzerland. Further studies are necessary to determine its psychometric properties.

Movement imagery as a predictor of online control in typically developing children

ABSTRACT The ability to mentally represent actions is suggested to play a role in the online control of movement in healthy adults. Children’s movement imagery ability and online control have been shown to develop at similar nonlinear rates. The current study investigated the relationship between movement imagery and online control in children by comparing implicit and explicit movement imagery measures with the ability to make online trajectory corrections. Imagery ability was a significant predictor of children’s online control of movement once general reaching efficiency was controlled for. These findings extend the proposed relationship between movement imagery and online control.