An Occupational Therapy Support Service for University Students With Asperger's Syndrome (AS)

Quinn, Sarah; Gleeson, Claire; Nolan, Clodagh

doi:10.1080/0164212x.2014.910155

Cited by 11 publications

(5 citation statements)

References 14 publications

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“…Of the final 25 articles, two of them were qualitative designs (Berg, Jirikowic, Haerling, & MacDonald, 2017;McCausland, Bazyk, & Kerns, 2012). Ten articles of the final 25 were primarily descriptive in nature (Best, Still, & Cameron, 2008;Burnett-Beaulieu, 1984;Burnett & Yerxa, 1980;Burson, 2003;Eichler, Hoevet, & Royeen, 2015;Eichler & Royeen, 2016;Jacobs, Selby, & Madsen, 1996;Nolan & MacCobb, 2006;Smallfield, Benda, & Siefkes, 2011), while 11 articles were intervention studies (Gutman, Kerner, Zombek, Dulek, & Ramsey, 2009;Keptner et al, 2016;Keptner, 2017;Lewis & Nolan, 2013;Malcolm & Roll, 2019;Quinn, Gleeson, & Nolan, 2014;Schindler, 2014;Schindler, 2018;Schindler, Cajiga, Aaronson, & Salas, 2015;Schindler & Sauerwald, 2013).…”

Section: Results Descriptive Summarymentioning

confidence: 99%

Mapping Occupational Therapy Practice with Postsecondary Students: A Scoping Review

Keptner¹,

McCarthy²

2020

The Open Journal of Occupational Therapy

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Background: Legislation supports a role for occupational therapy in postsecondary settings, but this area is not a common practice area and the practice area is not well understood. This scoping review maps current literature of occupational therapists working with students in postsecondary settings in order to inform future research and practice.Method: After identifying included articles, a narrative description of the quantitative studies along with a concept map were completed. A qualitative thematic analysis of the articles was also conducted.Results: Twenty-five articles met the inclusion criteria. Quantitative results describe occupational therapy services as both a direct and indirect service provided through offices of disability services, assistive technology, and supported education programs, among others. The primary population with whom occupational therapists engage with are students with mental illness. Three qualitative themes emerged from the scoping review, including the focus on occupation and skills needed for success, using the campus environment, and campus collaboration.Conclusion: The structure of occupational therapy services varies from location to location and occupational therapists work with various populations of students. Future research needs to support the distinct value of occupational therapy in this practice area, including the scope and outcomes of occupational therapy services with different populations of students. CommentsThe authors report that they have no conflicts of interest to disclose.

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Section: Results Descriptive Summarymentioning

confidence: 99%

Mapping Occupational Therapy Practice with Postsecondary Students: A Scoping Review

Keptner¹,

McCarthy²

2020

The Open Journal of Occupational Therapy

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“…Currently in most universities in Ireland as in the case of primary and secondary education, individual students may be referred through disability services to work with an occupational therapist around an identified issue or need. This will require the student to register with disability services and also disclosure on the part of the student (Quinn et al, 2014). However in an international context OT as a wraparound service to students with intellectual disabilities is acknowledged as a useful tool for students while navigating their postsecondary education to develop the necessary skills to not only attend but flourish in their postsecondary programmes (Berg et al, 2016;Carpenter, 2023;Torres et al, 2023).…”

Section: Ot For Students With Intellectual Disabilities In a Higher E...mentioning

confidence: 99%

Breaking new ground? An analysis of the use of embedded occupational therapy in a postsecondary education programme for students with intellectual disabilities

Ringwood,

Banks,

Shevlin

2024

Brit J Learn Disabil

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BackgroundDespite the growing diversity among students in higher education, nonprogression to postsecondary education persists for many students with intellectual disabilities with low completion rates for those who do progress. Research suggests that occupational therapy (OT) support can be extremely beneficial in assisting students. Less is known however about the impact of OT in higher education. This study aims to examine the use of OT embedded in a postsecondary programme for students with intellectual disabilities.MethodsThis study uses a scoping review of relevant literature and a qualitative analysis of OT working in a higher education programme specifically designed for students with intellectual disabilities in Ireland.FindingsThis paper highlights how the OT support within this programme uses a four‐fold collaborative approach supporting students, staff, business partners and wider organisational structures in the university.ConclusionThe analysis highlights the opportunities for collaboration between OT and curriculum developers, teaching and ancillary staff and students in higher education along with the significant OT input into work placements and internships with business partner mentors. Challenges in educating stakeholders to understand OT in the higher education environment would suggest a substantial need for further research.

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“…Occupational therapy’s role in supporting occupational performance and QoL among college students with various health conditions is growing (Eichler, Hoevet and Royeen, 2015; Quin et al., 2014). There is also a need to develop research evidence regarding the unique occupational characteristics and precise effect of ADHD on QoL in college students.…”

Section: Introductionmentioning

confidence: 99%

Beyond academic outcomes: Occupational profile and quality of life among college students with and without attention deficit hyperactivity disorder

Goffer

Cohen

Berger

et al. 2018

British Journal of Occupational Therapy

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Introduction: The purpose of this cross-sectional study was to describe the occupational profile and quality of life among college students with and without attention deficit hyperactivity disorder. Method: Forty college students with attention deficit hyperactivity disorder and 40 controls (mean age 25.81 years, SD ¼ 3.02) were evaluated with the Occupational Questionnaire and the Adult ADHD Quality-of-Life scale. Results: The two groups demonstrated similar amounts of time spent in occupational domains, as well as similar ratings of 'perceived importance'. However, the 'perceived competence' and 'perceived enjoyment' were significantly lower in the attention deficit hyperactivity disorder group than in the control group in most occupational domains and in the total score. Significant differences, with very large effect sizes, were found between the groups on all measures of the Adult ADHD Quality-of-Life scale. A moderate significant correlation was found between the mean perceived competence score and Adult ADHD Quality-of-Life scale total score within the attention deficit hyperactivity disorder group. Conclusion: The results highlight the negative effect of attention deficit hyperactivity disorder on quality of life among college students. The perception of competence and enjoyment in occupations may be optimal targets for therapeutic intervention.

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An Occupational Therapy Support Service for University Students With Asperger's Syndrome (AS)

Cited by 11 publications

References 14 publications

Mapping Occupational Therapy Practice with Postsecondary Students: A Scoping Review

Mapping Occupational Therapy Practice with Postsecondary Students: A Scoping Review

Breaking new ground? An analysis of the use of embedded occupational therapy in a postsecondary education programme for students with intellectual disabilities

Beyond academic outcomes: Occupational profile and quality of life among college students with and without attention deficit hyperactivity disorder

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