This study aims to determine whether a functional literacy program using principles from the Cognitive Orientation to daily Occupational Performance approach and Occupational Adaptation theory, and embedded in community-based daily activities, could enhance occupational participation in a sample of sheltered homeless adults. This study used a two-group, controlled design with pre- and post-intervention measures. Intervention was carried out in a group setting in 1.5 hr, twice-weekly sessions over 8 weeks. Intervention addressed literacy skills needed to complete participant identified, desired daily activities. Statistically significant differences were found between intervention and control groups’ perceived functional literacy skills with regard to occupational performance ( Z = −4.075, p < .0001, d = 1.02) and satisfaction ( Z = −4.113, p < .0001, d = 1.40); reading frequency ( Z = −3.594, p < .0001, d = 0.48), reading effectiveness ( Z = −10.673, p < .0001, d = 0.68), level of support ( Z = −10.410, p < .0001, d = 1.81), and reading efficiency ( Z = −10.297, p < .0001, d = 1.83). The intervention enhanced perceived reading and occupational participation in the study’s sample. Further research is needed to replicate and translate results in daily practice.
Date Presented 03/26/20
Functional literacy is the ability to interpret written words to carry out instrumental activities of daily living, including money and health management, public transportation use, and meal preparation. This study demonstrated that a functional literacy program, embedded in community-based daily activities, could enhance the occupational participation of a group of sheltered homeless adults. OT practitioners can address functional literacy in similar clients with poor literacy skills resulting from disability.
Primary Author and Speaker: Sharon Gutman
Additional Authors and Speakers: Lenin Grajo, Hannah Gelb, Katie Langan, Karen Marx, Devon Paciello, Christie Santana, Ashley Sgandurra, Krysti Teng
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