A large proportion of patients with TBI experience agitation. Presence of agitation seems to limit rehabilitation gains at discharge. Longer duration of agitation is associated with persisting limitations to functional independence.

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The findings of this study support the use of criterion-referenced tests in the area of occupational performance measurement. Occupational therapists achieved moderate interrater reliability when measuring the performance of adults with brain injury on various activities of daily living. Test procedures were found to be highly reliable in measuring the occupational performance of adults demonstrating confusion and agitation typical to the stage of post-traumatic amnesia following head injury.

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Introduction: There is limited evidence to support use of sensory interventions by teachers in the classroom. The purpose of this pilot study is to determine the effectiveness of sensory activity schedule intervention in supporting participation and increasing classroom task performance in students with autism. Method: A non-concurrent, AB single system research design across multiple baselines was used with four students with autism who attended an autism-specific school. Students demonstrated atypical sensory processing, which negatively affected their school performance. Repeated baseline and intervention data were collected by school staff using video recording during classroom tasks. Tasks performed were designated by the child's teacher. Stage one of the Perceive, Recall, Plan, Perform System of Task Analysis was used as a repeated measure of student performance. Ratings were carried out by independent raters who were blinded to the condition of performance. Results: Results revealed three out of four students achieved significant improvements in classroom task performance following the use of sensory activity schedule intervention developed in consultation with an occupational therapist as measured by the task analysis.Conclusion: This study provides emerging evidence for the use of sensory activity schedule intervention in the classroom for students with autism.