Systematic Reviews of the Effectiveness of Interventions Used in Occupational Therapy Early Childhood Services

Case-Smith, Jane

doi:10.5014/ajot.2013.007872

Cited by 17 publications

(12 citation statements)

References 19 publications

(17 reference statements)

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“…To promote healthy parent and child relationships, a multidisciplinary team that includes occupational therapists, nurses, psychologists, and social workers can provide interventions that encourage parents to participate in their children’s care . The parents can be reassured that they retain the capacity to positively influence their children’s development …”

Section: Developmentalmentioning

confidence: 99%

“…42 The parents can be reassured that they retain the capacity to positively influence their children's development. 43…”

Section: Parent-child Relationshipmentioning

confidence: 99%

“…For the healthy child, feeding typically occurs at mealtimes, and these experiences happen within a social context wherein a parent reads and responds to a child's feeding cues. 43 The mother's ability to read cues helps her respond by modifying her behavior and the environment to allow the child's full engagement in the feeding process. 44 Additionally, this caregiver support provides a foundation for the child's participation in the social-emotional facet of mealtime.…”

Section: Mealtime Experiencesmentioning

confidence: 99%

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Oral Feeding Difficulties in Children With Short Bowel Syndrome: A Narrative Review

2017

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Children with short bowel syndrome (SBS) with associated intestinal failure may be unable to absorb sufficient nutrients to sustain life. Improvements in the medical management of SBS, including use of parenteral nutrition, has significantly increased life expectancy. Independence from parenteral nutrition further improves quality of life. However, children living with SBS often develop oral aversions and feeding difficulties. There is limited research and information on which to base interventions that will preserve and develop oral motor and feeding skills. The aims of this article are to explore what is known about children with SBS who exhibit oral aversion/feeding difficulties and to suggest research for possible future interventions that could help these children overcome oral aversion, eat orally, and increase participation and satisfaction in mealtimes. This review explores the complexity of feeding children with SBS. Three underlying themes emerged: physical, developmental, and social aspects of eating and mealtimes. Interdisciplinary teams are needed to effectively address these complex oral feeding problems. Accurate identification the underlying issues will allow healthcare providers to develop interventions to improve feeding outcomes for children with SBS. Future research should focus on evaluating the effectiveness of interventions that address each of the underlying issues.

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Section: Developmentalmentioning

confidence: 99%

“…42 The parents can be reassured that they retain the capacity to positively influence their children's development. 43…”

Section: Parent-child Relationshipmentioning

confidence: 99%

Section: Mealtime Experiencesmentioning

confidence: 99%

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Oral Feeding Difficulties in Children With Short Bowel Syndrome: A Narrative Review

2017

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“…Effective early intervention to improve social interaction and communication skills of infants with ASD is a family-centered approach based on play [8,9], which has a positive impact on social interaction and communication [10]. Children can interact with the environment through play and learn socialization, social interaction, communication, and creativity [11].…”

Section: Introductionmentioning

confidence: 99%

Impact of Family-Centered Early Intervention in Infants with Autism Spectrum Disorder: A Single-Subject Design

Park¹,

Park

Yoo

et al. 2020

Occupational Therapy International

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Objective. Autism spectrum disorder is a neurodevelopmental disorder that affects communication, social skills, and behavior and can present in early childhood. The present study is aimed at investigating the effects of family-centered early intervention on the quality of social interaction and social interaction skills in infants with suspected autism spectrum disorder using a single-subject design. Method. As a single-subject design study, evaluations were conducted at baseline phase A, intervention phase B, baseline phase A′, and follow-up phase. The family-centered early intervention program was implemented during the intervention phase. Family-centered early intervention programs included home environmental modification, play video recording and training, task and feedback, related information training, and question and answer. The Modified Checklist for Autism in Toddlers, Revised, with Follow-Up and Evaluation of Social Interaction was used for evaluation. Result. Three participants completed the study. After applying the family-centered early intervention program, the quality of social interaction and social interaction skills of all participants improved. In addition, the risk of autism spectrum disorder in all participants was reduced. Conclusion. Family-centered early intervention was confirmed to have a positive effect on the improvement of social interaction skills in infants with suspected autism spectrum disorder.

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“…The premise of early intervention is that services or intervention targeted early in life can support skill development and minimise the impact of disability on development (CaseSmith, 2013). Occupational therapists have been acknowledged as leaders in promoting and providing early intervention services to infants and young children with a disability across a range of settings (Case-Smith, 2013). …”

Section: Introductionmentioning

confidence: 99%

Early Intervention in Children (0–6 Years) with a Rare Developmental Disability: The Occupational Therapy Role

Dall'Alba

Gray

Williams

et al. 2014

Hong Kong Journal of Occupational Therapy

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Objective/Background This study aims to explore the occupational therapists’ role in early intervention for children diagnosed with a rare developmental disability. Methods A survey was distributed by mail or online, to eligible occupational therapists currently used by the Disability and Community Care Services throughout Queensland, Australia. Eligible occupational therapists were those working with children aged 0–6 years. Two in-depth phone interviews were also undertaken. Results Eleven participants who had previously worked with at least one child with a rare developmental disability returned the survey. One participant nominated for a follow-up interview and a second interview with a speech and language pathologist was conducted to gain a multidisciplinary perspective. The most common areas requiring intervention were play support (85.3%), activities of daily living, communication, gross motor, and fine motor skills (79.4%). Conclusion Family-centred practice, play therapy, and individually tailored programmes are identified as key practice areas for this population. The important role occupational therapists play in early intervention teams is highlighted; however, further research is needed to develop the evidence base for best practice with particular rare developmental conditions.

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Systematic Reviews of the Effectiveness of Interventions Used in Occupational Therapy Early Childhood Services

Abstract: Case-Smith MeSH TERMS early intervention (education) occupational therapy treatment outcome Case-Smith, J. (2013). From the Desk of the Guest Editor-Systematic reviews of the effectiveness of interventions used in occupational therapy early childhood services.

Cited by 17 publications

References 19 publications

Oral Feeding Difficulties in Children With Short Bowel Syndrome: A Narrative Review

Oral Feeding Difficulties in Children With Short Bowel Syndrome: A Narrative Review

Impact of Family-Centered Early Intervention in Infants with Autism Spectrum Disorder: A Single-Subject Design

Early Intervention in Children (0–6 Years) with a Rare Developmental Disability: The Occupational Therapy Role

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