Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Rehabilitation and Therapy
Errors: Friend Or Foe? The Use Of Errorless Or Trial And Error Learning Strategies In Occupational Therapy Practice When Re-Learning Daily Activities, Jasmine Evans, Alison Guajardo, April Millar
Errors: Friend Or Foe? The Use Of Errorless Or Trial And Error Learning Strategies In Occupational Therapy Practice When Re-Learning Daily Activities, Jasmine Evans, Alison Guajardo, April Millar
School of Occupational Therapy Master's Capstone Projects (2016-2021)
We examined literature, within a 20-year period, regarding whether errorless learning strategies or trial and error strategies are more effective for adult patients, with a diagnosis of cerebrovascular accident (CVA) or cognitive deficit, when learning instrumental activities of daily living (IADL) and activities of daily living (ADL). We conducted this in collaboration with Hannah Baldwin, a local practitioner working in an acute care setting, at Swedish Medical Center, in Seattle. The results did not reveal overwhelming evidence to support either strategy, however, we were able to make recommendations within specific situations and for specific diagnoses. Generally, there are a greater …
Occupational Therapy Handwriting Interventions On A Systems-Level, Megan Buckingham, Shelby Goodfellow, Catherine Hannan
Occupational Therapy Handwriting Interventions On A Systems-Level, Megan Buckingham, Shelby Goodfellow, Catherine Hannan
School of Occupational Therapy Master's Capstone Projects (2016-2021)
Julie Anderson, DrOT, OTR/L, is an occupational therapist in the Puyallup School District who works with elementary aged students. For this project, Dr. Anderson worked as the primary collaborator with occupational therapy students to answer the question: What is the evidence that occupational therapy interventions at a systems-level improve student's academic performance and skill development outcomes, such as handwriting, in elementary age students with and without disabilities? The results of this descriptive study indicate strong evidence that systems-level interventions, involving an occupational therapist, in a school setting improve at least one area of a student’s skill development. Additionally, any consistent …
Social Emotional Learning Strategies For Students In Self-Contained Classrooms: A Systematic Review And Quick Reference Guide For Evidence-Informed Curricula Selection, Amelia Jones, Paige Kensil, Jared Peltzman, Erica Petru
Social Emotional Learning Strategies For Students In Self-Contained Classrooms: A Systematic Review And Quick Reference Guide For Evidence-Informed Curricula Selection, Amelia Jones, Paige Kensil, Jared Peltzman, Erica Petru
School of Occupational Therapy Master's Capstone Projects (2016-2021)
This research project was conducted in collaboration with Heather Austin, OTR/L and the Puyallup School District. Through discussion with Heather, we determined that there is a need to study the efficacy of social-emotional learning (SEL) curricula for children with severe disabilities who often do not receive the same comprehensive SEL instruction as their peers in general education classrooms. A mixed-methods systematic review of the literature was conducted on strategies and interventions for SEL for students ages 3-12 years old in classrooms that serve students with severe disabilities. We analyzed 19 articles published in peer-reviewed journals by reviewing each for statistically …