This research employed a descriptive case study design to compare subjects' performance using three computer input devices: the Tongue Touch Keypad, the HeadMaster, and the mouthstick. The sample consisted of four students with severe physical disabilities enrolled in an adaptive computer class at a community college. Components of performance examined were input speed, accuracy, and level of perceived exertion. Subjects' acceptance of each of the interface devices was also examined. Results showed input speed to be the fastest with the mouthstick, followed by the HeadMaster and then the Tongue Touch Keypad. Accuracy of input did not vary significantly. Three subjects rated the Tongue Touch Keypad as requiring the lowest rate of perceived exertion, followed by the HeadMaster and then the mouthstick. Overall performance did not necessarily affect subjects' acceptability ratings of the devices. Information from this study will assist therapists in evaluating the effectiveness and desirability of computer interface devices for patients.
This group study investigated the impact of teacher facilitation on the social interactions of young children during computer activities. The study compared 18 dyads comprised of children with and without disabilities who received teacher facilitation during computer activities to a group of children who did not receive teacher facilitation. The sessions were videotaped for the purpose of analyzing the social interactions and behaviors of the children. Pre-and postmeasures of the children's social skills with the Teacher Impression Scales and systematic observations of their social interactions using the Social Interaction Observation System were analyzed. Results indicated that children in the study exhibited few negative social interactions regardless of their age, disability status, or intervention group assignment. The children with and without disabilities in the teacher-facilitated computer group had more positive social interactions and demonstrated more effective social behaviors than the children in the computer-only group. This study shows that children with and without disabilities benefit from social skill instruction, and practitioners may use a structured computer activity as an alternative to free play for promoting social interactions among children.
This phenomenological study revealed the lived experiences of occupational therapy students as they embarked on a semester-long volunteer health promotion service-learning project during their entry-level master's program. Data analysis extrapolated themes from student journals, transcriptions of pre- and postinterviews, and field notes. Student roles were exemplified by what students wanted to learn, what they actually learned, and the unexpected benefits they experienced. In particular, issues with teaming, interprofessional development, and time management were discovered. The findings add to the growing literature about the benefits of service learning as a teaching strategy and how it facilitates mindfulness of community service, communication, and clinical reasoning of future therapists. Implications for learning and practice are discussed.
Since the prevalence of obesity-related medical conditions in children and adolescents has increased over the past several years obesity prevention has become a vital need for our society and a focus of our professional practice. The primary aim of this pilot study was to increase children's experiences with physical activity and healthy foods to promote self-efficacy related to a healthy lifestyle. Using a pre- and posttest design, the Healthy Choices for Me program was evaluated for its efficacy. Intervention consisted of a 12-week after-school program implemented by occupational therapy students. Elementary-aged children from two lower social economic schools in an urban area participated in the program. Results demonstrated positive changes in food behavior, food self-efficacy, and vegetable consumption for the participants.
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