Wendy Wood

High-intensity environmental light in dementia: Effect on sleep and activity

OBJECTIVES: To determine whether high‐intensity ambient light in public areas of long‐term care facilities will improve sleeping patterns and circadian rhythms of persons with dementia.

Impact of ambient bright light on agitation in dementia

To evaluate the effect of ambient bright light therapy (BLT) on agitation among institutionalized persons with dementia.

Using bibliographic software to appraise and code data in educational systematic review research

Background: Bibliographic database software is often recommended as a tool that can assist researchers in managing the large numbers of references produced in early stages of a systematic review. The uses of such software in systematic review research are often represented solely in terms of bibliographic functions, while the uses that extend beyond simple bibliographic functions have not been explored. Aims: This article provides a guide on how to use extended functions of bibliographic software to systematically complete the steps of appraising search results and coding references for inclusion in or exclusion from the systematic review. Methods: The process is illustrated using an ongoing systematic review as a case description and using screenshots from the bibliographic database, EndNote®, the authors’ preferred software program for the study. Results: The case description illustrates how bibliographic software serves not only to organize and store search results, but also to appraise and code search results and to explicitly track researchers’ decisions across the systematic review. Conclusion: Bibliographic tools can contribute to make the methods that researchers adopt for the phase following the initial literature search more transparent and systematic. The illustrative case description involves a systematic review of academic education in occupational therapy, but easily generalizes to systematic reviews in other health science professions.

Environment, time‐use, and adaptedness in prosimians: Implications for discerning behavior that is occupational in nature

Abstract A case study of three Coquerel sifakas, members of the prosimian sub‐order of primates, was undertaken in order to examine environmental influences on behavior and adaptedness. By studying shifts and continuities in behavior evidenced by members of this primitive primate species across four different housing conditions, the study also sought to discern identifying features of occupational behavior. Findings suggest that two environmental factors, environmental opportunities for action and time, interacted to produce two other environmental dynamics, environmental press and environmental channeling, that were especially powerful in limiting the sifakas’ behavioral expression under some conditions. Nevertheless, the sifakas also evidenced behavioral resilience. Based on these findings, properties were identified that distinguish behavior that is occupational in nature from behavior that is not. Specifically, occupational behavior manifestly evidences intentionality and purposiveness; it comes into being only by merit of environmental transactions that have been influenced, in some way, by a living beings expression of agency; and it possesses a quality of being able to serve adaptedness. Implications for future research in occupational science are developed.

Biological requirements for occupation in primates: An exploratory study and theoretical analysis

Abstract To explore the meaning of biological requirements for occupation, this study systematically investigated shifts in zoo chimpanzees’ patterns of time‐use as a function of changing environmental states of occupational enrichment versus impoverishment. The chimpanzees were found to demonstrate ethological needs, or needs that are rooted in innate motivations for action, to use tools imaginatively, involve themselves in sustained foraging challenges, build nests, groom, play, and manipulate objects. In that these activities possess both evolutionary survival value and long phylogenetic histories in the primate order, the concept of root occupations was proposed. Rather than viewing root occupations as emanating from an innate drive for environmental mastery, or as suggesting the validity either of biological or cultural determinism, it was argued that diverse cultural elaborations upon root occupations remain salient in the daily occupational behavior of modern humans. Moreover, it was proposed that ...

Toward Developing New Occupational Science Measures: An Example from Dementia Care Research

Abstract The Activity in Context and Time (ACT) was developed as a quantitative, direct observational measure of environmental correlates of time‐use and quality of life of people with dementia living in nursing homes or other long term care institutions. A variety of experiences and considerations influenced the decision to develop the ACT including: commitments honed through clinical practice in occupational therapy; research experiences with non hum an primates; moral challenges of research with persons with dementia; and relevant scholarship in environmental psychology, gerontology, occupational therapy and science. To develop and refine the ACT such that it could meet modest criteria of validity and reliability, numerous theoretical and practical challenges also had to be addressed. Critique of the ACT suggests limitations and strengths of direct observational measures, as well as specific ways in which the ACT does and does not contribute to an integral holistic science of occupation. By describing the ongoing methodological journey of the ACT including its early influences, developmental challenges, strengths and limitations, and anticipated future refinements, it is hoped that this article might be of value to other researchers who are interested in developing new methodologies that embody and advance an occupational science perspective.

Environmental Influences upon the Social Choices, Occupational Behaviours and Adaptedness of Zoo Chimpanzees: Relevance to Occupational Therapy

This study investigated adaptedness within an institutional setting with a captive chimpanzee model, asking the question: What is the relationship of environmental opportunities for occupation, of the lack thereof, to adaptation? Eleven group-living chimpanzees at the Los Angeles Zoo were studied across three common environmental conditions: new enrichment, in which materials were introduced into their habitat to support diverse occupations; old enrichment (days after new enrichment); and no enrichment (barren habitat). Shifts in social and occupational choices across conditions were analysed quantitatively and qualitatively. While the chimpanzees employed various adaptive strategies that favourably influenced their experiences of times passage, their adaptive capacities were also environmentally overwhelmed. Time emerged as an environmental factor that created situations of occupational deprivation and also channelled behaviour into more constricted forms of expression. It is proposed that the findings ...

An international systematic mapping review of fieldwork education in occupational therapy

Background. Owing to its importance in preparing occupational therapists, fieldwork education has generated numerous studies. These have not been collected and reviewed, leaving researchers without a map for growing a science of fieldwork education. Purpose. This study aimed to systematically categorize the topics, research designs, methods, levels of impact, and themes that have and have not been addressed in fieldwork education scholarship. Method. Guided by a systematic mapping review design, 124 articles, identified through database searches and inclusion coding, were studied. Data were collected using a data extraction instrument and analyzed using Microsoft Access queries. Findings. Papers primarily addressed curriculum (n = 51) and students (n = 32). Conceptual/descriptive inquiry methods (n = 57) were predominant. Qualitative (n = 48) and quantitative methods (n = 49) were used equally. Research outcomes mainly targeted perceived participation in fieldwork. Recurring themes included student perceptions, external influences, and transition to practice. Implications. Three recommendations were identified: strengthen procedures for studying singular fieldwork experiences, broaden rationales for studying fieldwork, and translate educational concepts for occupational therapy.

Autism and Equine-Assisted Interventions: A Systematic Mapping Review

This systematic mapping review mapped current knowledge of equine-assisted interventions for people with autism to help guide future practice and research. Thirty-three studies including children and adolescents with autism, 3 of which confirmed diagnoses, were reviewed. Five types of equine-assisted activities were identified across 25 studies, with reported improvements in behavior, social interaction, and communication. Four types of equine-assisted therapies were identified across 8 studies, with reported improvements in motor control and self-care. Different approaches to therapeutic riding and hippotherapy, the most studied interventions, were evident. While this literature reflected early scientific development, it offered broad proof of concept that equine-assisted interventions can benefit children and adolescents with autism. Promising outcomes support continued investigation focused on standardization, appropriateness, and efficacy.

Strengths and limitations of the occupational therapy model curriculum guide as illustrated in a comprehensive curriculum revision process.

ABSTRACT The Model Curriculum was developed to guide curriculum design initiatives in occupational therapy. No data exist describing the Model Curriculum guide in an actual curriculum design process. This paper offers initial descriptive data on the strengths and limitations of the Model Curriculum guide as illustrated in a comprehensive curriculum revision process. The strengths of the Model Curriculum guide included: (1) it represented curriculum as a holistic academic plan and curriculum design as a series of decision points around interrelated elements, (2) it provided an orientation to the vocabulary and process of inductive curriculum design, (3) it provided a general process for undertaking curriculum revision work that was data-driven, and (4) the guide helped raise fundamental questions about the nature of curriculum and learning. Yet, each of these functions was also limited. Limitations are described and recommended revisions to the Model Curriculum guide are offered.