This pilot study measured the effectiveness of using origami to improve the overall hand function of outpatients attending an NHS hand injury unit. The initiative came from one of the authors who had used origami informally in the clinical setting and observed beneficial effects. These observed effects were tested experimentally. The design was a pilot non-randomised controlled trial with 13 participants. Allocation of the seven control group members was based on patient preference. The experimental group members attended a weekly hour of origami for six weeks, in addition to their conventional rehabilitation. Hand function of all participants was measured using the Jebsen-Taylor Hand Function Test before and after the six-week period, and additional qualitative data were gathered in the form of written evaluations from patients. The quantitative data were analysed using the Mann Whitney U test or Fisher's exact test. Themes were highlighted from the qualitative data. The results show that there was a greater difference in the total score of the experimental group using the impaired hand between pre-and post-intervention of 11.8 seconds, compared with 4.3 seconds in the control group, but this was not statistically significant at the 5% level (p=0.06). Additionally, differences in the sub-test scores show a markedly larger improvement in the experimental group. Qualitative data indicate that the experimental group experienced the origami sessions as being enjoyable and beneficial. Further research with a larger sample and randomised group allocation is recommended to verify and expand these preliminary findings.
Evidence in the literature supports a number of interventions that occupational therapists may utilise when working with people with apraxia, although there is no gold standard approach. A large-scale survey (n = 304, 36% response rate) was conducted with the membership of the College of Occupational Therapists Specialist Section — Neurological Practice to explore therapists' understanding of apraxia and to provide a benchmark of current practice. Consensus was found in the majority of belief statements regarding the condition, although the respondents were unclear about the relationship between cognition and apraxia. When the therapists were asked to indicate their choice and use of interventions for apraxia, the results showed that the main consideration was the context in which a person performs activities, with moderate use of specific techniques including errorless learning and chaining. The results are related to the evidence base and the implications for occupational therapy practice and education are discussed.
Aims: Patients with bipolar disorder often experience disability in terms of cognitive impairments and activity limitations even in remission. However, knowledge is sparse concerning the ability to perform Activities of Daily Living (ADL) during remission. The aim of this study was to (1) investigate the observed and self-reported ability to perform ADL tasks and (2) examine the association between observed and self-reported ability to perform ADL in patients with bipolar disorder in remission. Methods: The observed ADL ability was assessed with the Assessment of Motor and Process Skills, a standardized assessment providing interpretation of ADL ability in relation to competence, independence, and normative age expectations. Self-reported ADL ability was assessed with the standardized ADL-Questionnaire. Results: Forty-three patients with bipolar disorder in remission (median age 35 years, range 19–58 years) were assessed and overall, they displayed decreased observed ADL motor and ADL process ability relative to normative age. They exhibited increased physical effort, clumsiness or fatigue and/or inefficiency, there was concern for safe task performance and one-third may need assistance to live in the community. While participants reported decreased ADL ability, especially within instrumental ADL, they had a tendency towards evaluating themselves as more competent than what was observed. No relationships between measures of observed and self-reported ADL ability were found. Conclusion: Overall, patients with bipolar disorder in remission showed decreased ability to perform ADL. Clinical practice and future studies are recommended to use both observation-based and self-reported assessments of the ability to perform ADL tasks to fully capture disability in bipolar disorder.
Is a disorder of attentlonal and Intentional processes most commonly observed foIIowtng a cer&-brovascular accident. Recent research Indicates that neglect can be reduced by priming neural circuits unaffected by cerebral lesions; the more effective remediation strategies are those that prime neural circuits that are under some voluntary control, although new strategies that Influence Involuntary attentlonal mechanisms show therapeutic potential. The Implications of recent studies Involving slng1e-case and group remediation efforts are discussed with respect to treatment and the theoretical context for understanding disorders of attention.
Introduction: Graduate records from Brunel University (United Kingdom) occupational therapy student cohorts from 1995-2005 were examined to discover the impact of practice placement marking on overall academic performance. Numeric grades for practice placements were introduced in 2000; prior to that, practice placement marks were recorded as either pass or fail. Method: 1057 records were examined to compare whether overall academic averages differed between pre-practice marking and post-practice marking. Findings: Significant differences were discovered in the academic averages for 1995-99 (pass/fail) cohorts and 2000-04 (placement marking) cohorts. Further evaluation of the 2000-04 cohorts' marks (n = 593) revealed that practice placement marks contributed to that increase, and showed a significant rising trend when considered separately from marks from academic modules. Conclusion: An upward trend in practice placement marking can be seen, year on year, which indicates that grade inflation is present in practice placement marking.
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