Interventions to Support Participation in Sleep for Autistic Children and Adolescents (2013–2021)

Tomchek, Scott; Baker, Alissa; Little, Lauren; Wallisch, Anna; Dean, Evan

doi:10.5014/ajot.2023.77s10016

Cited by 2 publications

(1 citation statement)

References 19 publications

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“…The purpose of this investigation was to conduct a secondary analysis of race and ethnicity reporting among studies that were included in a systematic review of occupational therapy interventions for autistic individuals aged 0 to 18 years old. The studies evaluated in this paper were directly drawn from the larger systematic review commissioned by the American Occupational Therapy Association (AOTA) to assess evidence that would inform occupational therapy practice to target basic and instrumental activities of daily living among autistic people up to 18 years old (see Baker et al, 2023; Little et al, 2023a, 2023b, 2023c, 2023d; Tomcheck et al, 2023a, 2023b).…”

Section: Introductionmentioning

confidence: 99%

Race and Ethnicity Reporting in Occupational Therapy Research Among Autistic Youth

Little,

Avery,

Tomchek

et al. 2024

OTJR: Occupational Therapy Journal of Research

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Historically marginalized racial and ethnic groups are underrepresented in autism research broadly; however, patterns of inclusion in occupational therapy research are unknown. In this secondary data analysis, we examined race and ethnicity reporting across articles included in a systematic review of evidence related to occupational therapy practice with autistic individuals <18 years (2013–2021). Two team members reached >90% interrater coding agreement in race and ethnicity reporting across articles in ADLs/IADLs, education/work, play, sleep, and social participation in clinics, homes/communities, and schools. Intervention outcomes of ADL/IADLs (66.7%) and play (66.7%) had low rates of reporting, while social participation in schools (100%) and education/work (100%) had higher rates of reporting. Sample diversity was greatest among research in schools and most limited in clinic-based settings. Systemic racism that limits individuals’ participation in occupational therapy research perpetuates racial and ethnic health inequities among autistic children and adolescents.

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Section: Introductionmentioning

confidence: 99%

Race and Ethnicity Reporting in Occupational Therapy Research Among Autistic Youth

Little,

Avery,

Tomchek

et al. 2024

OTJR: Occupational Therapy Journal of Research

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View full text Add to dashboard Cite

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Occupational Therapy Practice Guidelines for Autistic People Across the Lifespan

Patten,

Murthi,

Onwumere

et al. 2024

The American Journal of Occupational Therapy

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Importance: Occupational therapy practitioners need evidence to support interventions that promote subjective well-being among autistic people and their families through optimal engagement and participation in occupations. Objective: These Practice Guidelines are informed by systematic reviews to expand knowledge of interventions that promote access, inclusion, engagement, and optimal participation in occupations that are meaningful to autistic people. Our intent was to foster occupational therapy practitioners’ clinical decision-making and reasoning when working with autistic people and their care partners. Method: These Practice Guidelines were developed on the basis of four systematic reviews, supporting evidence and literature, along with continued revisions and integration through an iterative and collaborative process. Results: A total of 98 articles were included in the systematic reviews, which are the foundation for practice recommendations in these guidelines. Forty-eight of the systematic review articles were used to inform the clinical recommendations included in these Practice Guidelines. Conclusions and Recommendations: Strong to moderate evidence indicates the need for multidisciplinary, goal-oriented interventions to support autistic people in different contexts. Although there is only emerging evidence in the inclusion of autistic people’s strengths, interests, and perspectives to guide occupational therapy interventions, such practices can enhance the delivery of neurodiversity-affirming and trauma-informed practices. In addition, evidence is needed to support participation in activities of daily living (ADLs) for autistic youths. We recommend the use of strengths-based language to describe autistic people and the use of environmental adaptations, care partner education, and coaching to enhance occupational therapy service delivery. Plain-Language Summary: The literature is sparse regarding neurodiversity-affirming and trauma-informed practices for autistic youths, as well as for participation in activities of daily living (ADLs). These Practice Guidelines provide new information on positive mental health development; self-determination; ADLs, instrumental ADLs, play, and leisure occupations for children, adolescents, and adults; person-centered planning for adolescents and adults; and rest and sleep. Information on health management is also provided. Positionality Statement: This article uses the identity-first language autistic people. This nonableist language describes their strengths and abilities and is a conscious decision. This language is favored by autistic communities and self-advocates and has been adopted by health care professionals and researchers (Bottema-Beutel et al., 2021; Kenny et al., 2016). However, we respect the use of person-first language and have made a conscious decision to include research articles that have used this language.

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Interventions to Support Participation in Sleep for Autistic Children and Adolescents (2013–2021)

Cited by 2 publications

References 19 publications

Race and Ethnicity Reporting in Occupational Therapy Research Among Autistic Youth

Race and Ethnicity Reporting in Occupational Therapy Research Among Autistic Youth

Occupational Therapy Practice Guidelines for Autistic People Across the Lifespan

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