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Play in children with autism spectrum disorder (ASD) is often atypical, yet consensus regarding effective occupational therapy strategies for improving play is not established. To examine the efficacy of strategies used in occupational therapy to improve play in ASD, authors completed a systematic review of papers from January 1980 through January 2019. Search terms included autism, Asperger’s, ASD, autistic in combination with play, playfulness, pretend, imagination, praxis, creativity, and generativity. Twenty papers met inclusion criteria and were reviewed. Reviewed interventions included parent education, modified play materials or environments, imitation of the child, and modeling by an adult, a peer, or video. Moderate to strong support exists for the specific strategies of imitation of the child and modeling for the child, with lesser or mixed support for other strategies. Certain strategies commonly used in occupational therapy may be effective in improving the occupation of play in ASD.
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1 2 1 1 2 1/15 Purpose: Inclusive recreation practices are one of the most recognized means of providing recreational sport opportunities for youth with disabilities. Municipal recreation departments are responsible for ensuring opportunities to partake in youth sport programs. This study evaluates the extent to which recreation departments are providing inclusive recreational sport opportunities to individuals with disabilities. Methods: This study employed a cross-sectional design mail survey to gather data from recreation directors across New England. The two dependent variables for this study are provision of inclusive services and perceived challenges to providing those services. The independent variables include director recreation/sport education, years as a director, and community size. Analysis included univariate, bivariate, and ANOVA for the quantitative data. Qualitative data were reviewed for commonalities. Results: There were 136 respondents for a response rate of 34.8%. Most (85%) directors noted their agency provided some inclusive recreation. Areas of success included accessible facilities and accommodations/modifications. Areas of needed improvement included staff training and providing transportation for individuals with disabilities. The only significant factor was years as a Director (F=4.315; p=0.016). The multiple comparison test found statistical significance between those with the fewest years of experience (x=22.14) and highest experience (x=19.57). The top challenges in providing inclusive recreational sport was additional expense, and the lack of training for the provision of these services. Conclusions: Without director support, inclusive recreation can be difficult to achieve. Director support, including making inclusion an agency priority, reflecting inclusion in the agency's mission, and hiring practices was imperative to facilitating an inclusive recreation environment and program. Financial concerns and need for staff training are the biggest obstacles to providing inclusive recreational sport programming. Applications in Sport: Training of recreation and youth sport staff members, including those that aspire to be directors, can have a great impact on opening opportunities for inclusive recreational sports. University academic recreation and sport management programs need to embed the principles and practices of inclusion into their curriculum. In-service training can be an important tool to increase inclusion offerings to the community, increasing the amount of staff members who can facilitate increased opportunities for inclusive recreational sport.
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Schools and education in general have made an implicit and, we would assert, explicit promise to society to educate all the children in their care. Unfortunately, there are achievement gaps that illustrate how schools have broken this promise. Teacher evaluation and other accountability measures have been heralded as the answer to this problem. Educator ego threat impedes the implementation of goal-driven teacher evaluation models and, thus, ethical questions arise. To realize the noble goals of educator evaluation, leaders must attend to ethical concerns and to the human aspects of ego threat.
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This article presents findings from a survey of undergraduate social work (Bachelor of Social Work [BSW]) students about their experiences with remote learning during the 2020 COVID-19 pandemic. In response to this crisis, remote learning was rapidly implemented and many BSW educators and students experienced online classrooms for the first time. Findings from this study shed light on how remote learning shapes the interpersonal relationships and communication that are so critical to building students’ sense of classroom belonging, engagement, and learning.
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OBJECTIVE: Guided by the Transactional Model of Stress and Coping, this study seeks to (1) examine the independent relationships between the level of distress among burn survivors, pre-morbid psychiatric history, and burn severity on length of hospital stay, and (2) to examine the relationship between having a premorbid psychiatric history and level of distress following a burn injury., METHODS: Data collected by the National Institute on Disability, Independent Living, Rehabilitation Research funded Burn Model System (N = 846) was used to theoretically link psychological distress with the length of hospital stay for survivors of burn injuries. Structural Equation Modeling was used to evaluate the aims of this study., RESULTS: Although counterintuitive, and while significant, burn severity was found to have a rather modest association with a burn survivor's level of distress, indicating that one's ability to cope may be a better predictor of distress rather than burn severity alone. Premorbid psychiatric history was significantly associated with increased levels of distress. While burn severity was associated with length of stay, level of distress did not act as a partial mediator. Length of stay was, however, significantly related to having a premorbid-psychiatric history. Of notable interest, a significant racial, ethnic, and gender difference exists in level of distress. Women and people of color experience higher levels of distress holding constant burn severity and psychiatric history., CONCLUSION: A need exists to assess for and address premorbid and current mental health challenges of burn survivors, specifically the ability to cope, especially among people of color and women, regardless of the burn size or severity. Copyright © 2019 Elsevier Ltd and ISBI. All rights reserved.