Aim:The first aim of this study was to explore the lived experiences of parents caring for their autistic children and their experiences with safety for these children.The second aim was to elicit safety recommendations from the parents of autistic children.Design: Hermeneutic phenomenology. Methods:Fifteen participants who self-reported they were parents of children with autism were recruited via snowball sampling. Data were collected from September 2017-December 2018 in audiotaped interviews using semi-structured questions.Interviews were held with four participants to determine if the findings represented their experiences and concerns accurately. Results:Two underlying structures which demonstrated the trajectory of the experience caring for autistic children were lost/finding our way and battle ready/battle weary. The phenomenological themes within battle weary included living with fear, living with uncertainty and living with disappointment. Resilience was a fourth phenomenological theme which supported the experience of being battle ready. The participants provided recommendations for other parents and healthcare professionals to help keep autistic children safe. Conclusion:This study illustrates the unique perspective of parents of autistic children concerning autism and safety.Impact: Most parents in this sample reported they faced substantial issues with safety for their child. Study results demonstrated that parents received little to no information about safety from healthcare professionals. Parents of autistic children and healthcare professionals need to be educated about safety issues to prevent injuries and death.
Practitioners generally made individualized assessment choices for each child based on the initial information they gathered and then used a balance of formal and informal assessments. However, they were more likely to formally assess children at the level of body structures and function rather than participation, and continued to rely upon such standardized assessments to meet reimbursement and policy requirements.
The purpose of this study was to examine the reliability and validity of the Short Child Occupational Profile (SCOPE; version 2.0). The SCOPE is an occupation focused, client-centered, theory driven assessment developed out of a practice/academic partnership. In this study, twenty practitioners from occupational therapy, physical therapy, speech therapy, and social work completed thirty-five SCOPE assessments with clients' ages two years, four months to twenty-one years with both physical and intellectual disabilities. All therapists rated one common client. Rasch analysis using Facets was used to analyze the items. Results reveal that the SCOPE items coalesce to represent the construct of occupational participation in a valid manner and that most clients can be measured in a valid way by those items. Therapists used the SCOPE in a similar way and analysis demonstrated there was limited variability among therapists. The SCOPE discriminated between clients who had varying levels of occupational participation. The results indicate a need to do minor revisions to the assessment in order to maximize the psychometric properties and enhance clinicians' understanding of the items and rating scale terms.
Purpose: To describe the trajectory of viewing self in a mirror after an amputation and participants' perceptions of what health care professionals should know about mirrors. Design: Hermeneutic phenomenology Methods: Focus groups were conducted to collect the research data. Findings: The mirror experience had three key moments: decision, seeing, and consent. The trajectory of viewing self in a mirror had four key themes: mirror shock, mirror anguish, recognizing self, and acceptance: a new normal. Participants' recommendations for introducing the mirror after an amputation and using a mirror to avoid skin breakdown and infection, and correct gait and balance are described. Conclusions: This study provides a unique viewpoint into the world of those who have suffered amputation of a limb. Clinical Relevance: Rehabilitation nurses and other health care professionals are encouraged through these participants to consider the effect and value of mirrors when caring for those who have had an amputation.
When establishing admission processes for entry-level doctoral programs, admission requirements for masterlevel programs provide a comparison for consideration. The purpose of this study was to provide information about admission practices for graduate-level occupational therapy programs. The three aims included: 1) to describe admission requirements of a sample of entry-level master's programs; 2) to examine the relationship between attrition and admission requirements for the sample; and 3) to provide a summary of admission requirements used by entry-level master and doctoral programs in the United States. Results of the study provided a synthesis of information about admission requirements that included programs' minimum preadmission grade point average, Graduate Record Examination (GRE) requirements, and interview processes (e.g., format, time, personnel). A review of the websites for 172 entry-level master's and doctoral programs across the United States provided a comprehensive description of national admission requirements. Results of a survey of 31 master's level programs provided information on student demographics (e.g., race/ethnicity, gender), admission requirements, and attrition information for the cohorts admitted in a single year. Survey results also examined the relationship between attrition and admission requirements. Educational programs have opportunities, responsibilities, and challenges associated with the selection of the most qualified applicants to meet academic and professional behavior standards. Periodic examination of admission processes within and across occupational therapy education programs is important for the integrity of the profession.
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