Perspectives parentales d’une intervention de télésanté en ergothérapie

Aperçu: G.M.

Les services d'ergothérapie fournis via la télésanté peuvent aider les familles atteintes de troubles du spectre autistique (TSA) dans leurs activités quotidiennes comme l'heure du repas, l'heure du coucher et les loisirs. Le but de la présente étude était de comprendre les expériences vécues par les parents qui ont participé à une intervention d’ergothérapie en télésanté d’une durée de 12 semaines (coaching en milieu de travail). Nous avons utilisé des entretiens semi-structurés et une analyse de contenu thématique ultérieure pour comprendre comment les parents perçoivent le mécanisme de prestation des services (par exemple, la vidéoconférence) et le contenu de l’intervention. Les thèmes qui ont émergé des données incluent la compatibilité avec la vie quotidienne, les relations de collaboration et l'autonomisation des parents. Les parents ont expliqué comment la télésanté s'inscrivait dans leur vie quotidienne, comment la télésanté favorisait une relation de collaboration avec l'ergothérapeute et comment le contenu de l'intervention créait un sentiment d'autonomisation.

Int J Telerehabil. 2019 Jun 12;11(1):15-22. doi: 10.5195/ijt.2019.6274. eCollection 2019 Spring.

Parent Perspectives of an Occupational Therapy Telehealth Intervention

Wallisch A¹, Little L², Pope E³, Dunn W^3,4.

Author information

1

JUNIPER GARDENS CHILDREN'S PROJECT, UNIVERSITY OF KANSAS, KANSAS CITY, KS, USA.

2

OCCUPATIONAL THERAPY, RUSH UNIVERSITY, CHICAGO, IL, USA.

3

DUNN AND POPE COACHING, SANTA FE, NM, USA.

4

OCCUPATIONAL THERAPY, UNIVERSITY OF MISSOURI, COLUMBIA, MO, USA.

Abstract

Occupational therapy services delivered via telehealth can support families of young children with autism spectrum disorders (ASD) in everyday routines such as mealtime, bedtime, and play. The aim of the current study was to understand the lived experiences of parents who participated in a 12-week, telehealth-delivered occupational therapy intervention (Occupation-Based Coaching). We used semi-structured interviews and subsequent thematic content analysis to understand how parents perceived the mechanism of service delivery (i.e., videoconferencing) and the content of the intervention. Themes that emerged from the data included Compatibility with Everyday Life, Collaborative Relationship, and Parent Empowerment. Parents expressed how telehealth fit within their daily lives, how telehealth supported a collaborative relationship with the occupational therapist, and how the content of the intervention built a sense of empowerment.

PMID:31341543

PMCID:PMC6597151

DOI:10.5195/ijt.2019.6274

Caractéristiques des étudiants recevant des services de thérapie professionnelle en transition et facteurs liés au succès postsecondaire

Aperçu: G.M.

L'autisme, la paralysie cérébrale et le handicap intellectuel étaient les troubles les plus fréquemment signalées.  

La participation à l'enseignement postsecondaire était significativement associée à l'utilisation fonctionnelle des bras et des mains.  

L'emploi au postsecondaire était significativement associé à la compréhension verbale.  

La participation aux activités communautaires était significativement liée à l'état de santé des élèves.

La participation aux services communautaires était significativement liée à l'utilisation fonctionnelle des bras et des mains par les élèves.

Les praticiens de la thérapie computationnelle, activités de groupe (ateliers, clubs, etc) et ergothérapie, peuvent contribuer aux équipes de transition en intervenant pour améliorer les capacités fonctionnelles et l'état de santé.

Am J Occup Ther. 2017 May/Jun;71(3):7103100010p1-7103100010p8. doi: 10.5014/ajot.2017.024927.

Characteristics of Students Receiving Occupational Therapy Services in Transition and Factors Related to Postsecondary Success

Eismann MM¹, Weisshaar R², Capretta C³, Cleary DS⁴, Kirby AV⁵, Persch AC⁶.

Author information

1

Maria M. Eismann, BS, is Student Research Assistant, Transition, Employment, and Technology Lab, The Ohio State University, Columbus.

2

Rebecca Weisshaar, BS, is Student Research Assistant, Transition, Employment, and Technology Lab, The Ohio State University, Columbus.

3

Cristina Capretta, MOT, OTR/L, is Occupational Therapist, Englewood Schools, Englewood, CO.

4

Dennis S. Cleary, MS, OTD, OTR/L, is Co-Director, Transition, Employment, and Technology Lab, and Assistant Professor and Director of Doctoral and Experiential Learning, Division of Occupational Therapy, The Ohio State University, Columbus.

5

Anne V. Kirby, PhD, OTR/L, is Assistant Professor, Department of Occupational and Recreational Therapies, University of Utah, Salt Lake City.

6

Andrew C. Persch, PhD, OTR/L, BCP, is Director, Transition, Employment, and Technology Lab, and Assistant Professor, Division of Occupational Therapy, The Ohio State University, Columbus; andrew.persch@osumc.edu.

Abstract

OBJECTIVE:

This study had a twofold purpose: (1) identify the characteristics of people with disabilities who received occupational therapy services during their transition to adulthood and (2) determine factors associated with their successful postsecondary transition.

METHOD:

This study was a secondary analysis of National Longitudinal Transition Study-2 data. Data analyses include descriptive statistics, binary logistic regression, and simple linear regression.

RESULTS:

Autism, cerebral palsy, and intellectual disability were the most commonly reported disability classifications. Participation in postsecondary education was significantly associated with functional use of arms and hands. Postsecondary employment was significantly associated with verbal comprehension. Participation in community activities was significantly related to students' health status, and participation in community service was significantly related to students' functional use of arms and hands.

CONCLUSION:

Providing transition services to students with disabilities remains an emerging area of practice. Occupational therapy practitioners may contribute to transition teams by intervening to improve functional abilities and health status.

PMID: 28422625

DOI: 10.5014/ajot.2017.024927

Compensatory Postural Sway While Seated Posture During Tasks in Children with Autism Spectrum Disorder

Traduction partielle: G.M.

Occup Ther Int. 2014 Jun 23. doi: 10.1002/oti.1375.

Balancement postural compensatoire en position assise durant une tâche chez les enfants avec troubles envahissants du développement

Funahashi Y¹, Karashima C, Hoshiyama M.

 

Abstract

Postural stability while seated was investigated in 16 children with autism spectrum disorder (ASD) and 16 typically developed (TD) children, aged 7-8 years. 
La stabilité posturale en position assise a été étudiée dans 16 enfants présentant un trouble du spectre autistique (TSA) et 16 généralement développés (TD), les enfants âgés de 7-8 ans.
The lateral and antero-posterior (A-P) deviations of the centre of pressure (COP) were serially measured during sequential, upper limb, desk-top tasks, including nine subtests. 

The average COP deviation was larger, especially in the lateral direction, in the group of children with ASD compared with TD children. However, the larger COP deviation in the children with ASD was not generalized across tasks. Analyses of subtests revealed that deviations were different on three and four (of eight) subtests in the lateral and A-P directions, respectively. 
La déviation moyenne du centre de pression (COP) était plus importante, spécialement latéralement dans le groupe d'enfants avec autisme comparé aux enfants sans autisme. Les analyses de subtests montrent que les déviations diffèrent dans 3 et 4 subtests (sur 8) dans les directions latérales et antéro postérieures respectivement .
The time needed to complete each subtest was not correlated with the lateral COP deviation but with A-P deviation during the subtest in the children with ASD. Preserved task performance with marked body sway in the children with ASD suggested that the body sway was not a functionally abnormal movement that disturbed performance but could be a compensatory movement to actually facilitate performance. A new approach with occupational therapy to support such compensatory movement of ASD children could be considered in their school life. Further studies, including those in the classroom, to clarify the relationship between daily task performance and body instability are necessary. 
Une nouvelle approche avec thérapie occupationnelle pour aider les mouvements compensatoires des enfants avec autisme pourrait être importante dans la scolarité. D'autres études, y compris dans la salle de classe, pour clarifier la relation entre les performances dans les taches journalières et l'instabilité corporelle sont nécessaires
 
Copyright © 2014 John Wiley & Sons, Ltd.

PMID: 24956573