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The Experience of Growing Up Deaf in a Hearing-Abled Family: A Phenomenological Study
No full textd/Deaf Americans constitute a cultural and linguistic minority in America. Most d/Deaf people, 90–95%, are born to hearing-abled parents. By a wide margin, hearing-abled families prefer that their d/Deaf children learn spoken English and enroll their children in oral-education programs. Existing literature must highlight the unique struggles d/Deaf people face when growing up in hearing-abled families. By interviewing 14 d/Deaf adults born into hearing-abled families, this study explored the lived realities of growing up different in ability than other family members. These d/Deaf adults spoke about their childhood feelings of shame and isolation and ongoing frustrations. Respondents also often spoke about traumatic experiences that are commonplace in the Deaf community but largely unheard of in the hearing-abled world, such as lack of access to information that others in their families had easy access to and feelings of shame and low self-esteem. Respondents shared their thoughts about their childhood and their frustration regarding language access. Informed by critical disability theory and disability justice principles, these interviews provide standpoint epistemology of the experiences of growing up disabled in a hearing-abled family
Women and Monastic Reform in the Medieval West, c. 1000–1500: Debating Identities, Creating Communities
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Relationships Between Sensory Processing, Temperament Characteristics for Effortful Control, and Executive Function in School-Age Children
Get PDFBackground: Sensory processing behaviors, the temperament characteristic for effortful control, and executive function promote self-regulation, activity engagement, and problem-solving. This study examined inter-relationships between executive function, effortful control, and sensory processing in school-aged children between 7 and 10.11 years of age.
Method: Descriptive correlation research design was used to examine relationships of outcomes from three caregiver-reported, standardized questionnaires of behaviors related to sensory processing (Sensory Profile-2), effortful control (Temperament in Middle Childhood Questionnaire) and executive function (Behavior Rating Inventory of Executive Function-2) in daily activities (N = 19).
Results: Data analysis using descriptive statistics and Spearman’s R revealed statistically significant (p-value \u3c .05) positive and negative correlations between constructs of executive function, effortful control, and sensory processing behaviors. Only positive correlations were found between sensory processing behaviors and executive function.
Conclusion: Findings indicate that typical responses to sensory experiences were related to typical abilities for executive function and effortful control, whereas increased sensory reactivity was associated with decreased abilities for executive function and effortful control along with an increased expression of impulsivity, reduced attention, and decreased on-task behavior. Outcomes support the need to address sensory responsiveness and reactivity in the context to support behavior management for effortful control and executive function
When Music Becomes Me: Occupational Therapy’s Role in Caring for Upper Extremity Disorders in Musicians
Get PDFMusicians are a distinct population with a high rate of developing musculoskeletal and neurological disorders affecting their ability to participate in music-based occupations. These injuries negatively affect the musician’s health and well-being in physical, financial, psychosocial, and emotional dimensions. Given music’s complex and integrated role in the musicians’ life, treatment must be multi-dimensional, considering aspects of the person, the type of instrument, environment, context, and social obligations. Occupational therapy providers are uniquely qualified to treat musicians because of their focuse on holistic, occupation-based, and client-centered care. This manuscript describes the role of occupational therapy in this client population based on the best available evidence. It discusses the literature regarding the upper-extremity health challenges in musicians and the associated physical and psychosocial risk factors. Furthermore, the manuscript elucidates the foundational elements of occupational therapy in relation to musician-clients supporting this profession’s profound role in musician health care. In addition, the manuscript employs the Person-Environment-Occupation-Performance model and the Occupational Adaptation frame of reference to promote an occupation-based and client-centered approach to musician-client care. With this information, occupational therapy providers will recognize the importance of client-centered and evidence-based care in this population and their role in caring for musicians with hand and upper extremity disorders
Moving Beyond Transactions: Understanding the Relationships between College Access Professionals and Underrepresented College-Bound Families
Get PDFFramed by family engagement frameworks, this study presents four types of interactions college access professionals (CAPs) have with the families of underrepresented college-going students—inconsistent communication, transactional exchanges, student-family mediation, and trusting relationships—to explore the nature of family-educator partnerships for students’ college access. Drawing from in-depth qualitative interviews with a diverse sample of 20 CAPs, this study demonstrates that the nature of these interactions and their corresponding family engagement practices are influenced by CAPs’ job requirements and previous experiences working with families. This ultimately shapes their ability to invest in and develop strong, trusting partnerships with students’ families. By understanding these family-educator interactions, college access programming can work towards benefitting from strong and trusting partnerships, which can ultimately lead to successful college acceptance and matriculation for underrepresented college-bound students
The Development, Content Validation, and Clinical Utility of Mealtime Screening for Schools (MEALSS)
Get PDFBackground: This study aimed to determine the initial content validity and clinical utility of Mealtime Screening for School (MEALSS), a new screening tool that measures mealtime participation in students with intellectual and developmental disabilities 5 to 10 years of age.
Methods: To determine the content validity of MEALSS, the researchers recruited five participants identified as pediatric occupational therapists and/or feeding experts to review the MEALSS. Item level content validity index (I-CVI) and scale level validity (S-CVI) were calculated, as well as modified kappa indices to reduce the probability of chance agreement. MEALSS was then revised based on feedback from the content experts. To determine the clinical utility of MEALSS, 20 school-based occupational therapists were recruited to assess the clinical usage of the revised version of the tool. The responses were thematized and analyzed.
Results: Content experts rated 17 out of the 18 MEALSS items essential in assessing mealtime participation in the school setting. The majority of the clinician participants indicated a favorable response to the clinical utility of the tool, ease of use, and accuracy in identifying and measuring mealtime challenges in the school setting.
Conclusion: The study provided useful perspectives on how the tool can be further improved to measure mealtime participation in school-aged children