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More than Covering Ears: A Clinical Inventory for Characterizing Decreased Sound Tolerance (I-DST) in Autism
No full textBackground: Decreased sound tolerance (DST) is among the most common and distressing forms of sensory over-responsivity experienced by children with autism spectrum disorders. DST includes hyperacusis and misophonia, among others, and can limit participation in daily activities. Recently, a new screening tool, the Pediatric Hyperacusis and Misophonia Questionnaire (PMHQ-4) has been developed to allow health professionals to better identify and differentiate these conditions using a single assessment. Additional clinical tools are needed to further characterize DST symptoms to facilitate treatment planning after diagnosis.
Methods: In this mixed-methods study n = 15 parents of autistic children 6 to 17 years of age completed an online survey and interviews regarding DST in autism and PMHQ item content. Participants were asked to identify sounds that bother their children and described how their children respond to these sounds.
Results: Content analysis revealed two themes for bothersome sounds: (a) the context of sounds and (b) the qualities of sounds, each with their own subthemes; and four themes for responses to bothersome sounds: (a) avoidance, (b) distress/anger, (c) physical and (d) communication.
Conclusion: Study findings were compiled into a clinical Inventory to Characterize DST (I-DST) that can be used to develop a detailed clinical profile for client-centered treatment
Perceived Educational Value of Different Types of Simulation in Occupational Therapy Education: A Mixed-Methods Study
No full textSimulation is an important instructional method in occupational therapy (OT) programs. However, it remains unclear if the various types of simulation hold the same educational value. The objective of this study was to determine the perceived educational value of three different types of simulations (role-play between students, live scenarios with simulated patients [SPs] and tele-simulation with SPs) and the factors that contributed to a higher educational value. This cross-sectional study used a sequential explanatory mixed-methods design. An online questionnaire was used, and two focus groups were conducted to develop a richer understanding of the answers obtained in the questionnaire. Forty-two students answered the questionnaire and nine students participated in the focus groups. Live scenarios with SPs were rated as having higher educational value with 29 out of 42 (69.0%) students strongly agreeing that this format of simulation was a valuable learning experience when compared to 14 out of 42 (33.3%) for role-play and tele-simulation. The students described simulation as an important bridge between the classroom and clinical practice. Although more resource intensive than other types of simulations, in-person simulation with simulated patients offers an invaluable learning opportunity essential in the development of key clinical skills
Necessary, but Insufficient: School Counselors’ Informal Learning Experiences with Writing Letters of Recommendations
No full textSubmission of recommendation letters from high school counselors is a requirement for undergraduate admission at many selective colleges. However, there has been limited research to-date examining these critical application components and the front-line professionals who generate them. This study examines how high school counselors, who are key actors in holistic admission practices, learn how to craft recommendation letters. Given previous research has found that counselors have limited training in college admission counseling, understanding the learning processes that shape their letter writing is a critical first step for improving the quality of letters and their utility for student success in the admission process. We draw on qualitative data from 45 semi-structured interviews with high school counselors across the country and found that counselors predominantly learn about this critical facet of their role through informal, on-the-job learning processes rather than via formal pre- or in-service learning opportunities. We argue that informal learning is necessary but insufficient in providing equitable, reliable access to understanding this facet of the college admission process and can exacerbate disparities in the quality and content of counselor recommendation letters
Maternal Role Transition: A Quality of Life Frame of Reference for Mothering After NICU
No full textOccupational therapists are uniquely skilled to address the needs of a new mother and the infant during transition to motherhood, as acquisition of this new role may cause a role strain with other previously held roles. New mothers to infants requiring a neonatal intensive care unit (NICU) hospitalization experience additional stressors and considerations during this role transition. The Maternal Role Transition (MRT) Frame of Reference is a novel, community-based approach to facilitate attainment and integration of mothering occupations and address role strain during the perinatal period. MRT is rooted in the theoretical foundations of Maternal Role Attainment Theory, Self Efficacy Theory, and Attachment Theory. The purpose of the MRT is to provide guidelines for intervention to promote a sense of self-efficacy and occupational balance in the maternal-child dyad. MRT aims to promote health and well being through successful integration of new mothering occupations and activities into daily routine for optimal physical and psycho-social functioning of mother and child
