OBJECTIVE. Children with a specific learning disability (SLD) have deficits in social and academic competence and executive function (EF). In this study, we used the Model of Human Occupation to investigate the effect of peer-play activities on occupational values and competence as well as EF skills (i.e., behavior regulation and metacognition) in children with SLD. METHOD. Forty-nine children ages 7–11 yr with SLD were randomly assigned to the peer-play and control groups. Outcome measures were the Behavior Rating Inventory of Executive Function and the Child Occupational Self-Assessment (COSA). RESULTS. Data analysis showed that the effects of the intervention on EF skills were medium to large. The occupational values and competence did not change according to the COSA. CONCLUSION. Occupational therapy practitioners can use peer-play activities to enhance EF in children with SLD; however, perceived occupational values and competence may not show any changes with the peer-play intervention using a self-assessment instrument.

This document is the postprint version of the journal article. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.

No abstract

The present study explored challenges in orthotics and prosthetics clinical learning environments in Iran. Methods: A qualitative content analysis method was used to obtain data on orthotics and prosthetics clinical educator's experiences. Qualitative data were obtained using semistructured in-depth interviews involving 7 clinical educators; all selected by the maximum variation purposeful sampling method. Interviews continued until data saturation. Results: During the interview sessions, notes and ideas were classified and assorted. The study themes were relationships, personal characteristics, facilities, and policies. Analysis of the qualitative data provided insights into the barriers to the desired delivery of clinical education services. Discussion: The present research contributes to clinical educators' experiences in respect of the clinical learning process. Clinical learning concerning orthotics and prosthetics education remains crucial. The findings emphasize the importance of listening to educators, and consider how relationships and contexts impact clinical learning. Understanding the challenges in clinical education environments has increased the quality of clinical education in orthotics and prosthetics field.

Purpose: Having the child with Cerebral palsy is a very stressful experience for the family that could affect daily patterns and routines, habits, needs and occupational performances of all family members specially mothers. This study aimed to investigate life balance of mothers of children with Cerebral palsy (MCCPs) based on the Life Balance Model. Method: Fifty MCCPs aged 3 to 9 years with sample convenient method participated in this descriptive and cross-sectional study. The Severity of cerebral palsy was determined by Gross Motor Function Classification System (GMFCS) and Manual Ability Classification System (MACS) and the life balance of mothers was evaluated by Persian version of the LBI (P_LBI). The collected data were evaluated and analyzed using SPSS software. Results: The total mean score of LBI and its subscales showed that there is no balanced or very balanced life in mothers and they could be categorized to unbalanced (n = 21) and very unbalanced (n = 29). The total mean score of LBI was 1.46. χ 2 test revealed statistically significant difference between two categories (unbalanced and very unbalanced) of mothers regarding GMFCS level (p = 0.009). Also, the total mean score of LBI and its subscales showed no significant difference between two categories (unbalanced and very unbalanced) regarding mother job and age and child age (p > 0.05) but it has significant difference regarding mother education (p = 0.009). Evaluation of the results of LBI and its different subscales indicated that the life balance at balanced or very balanced levels was not observed in any of the studied mothers, and they could be categorized in 2 groups of unbalanced (21 mothers ) and very unbalanced (29 mothers) ( Table 2). Discussion: Based on the result of this study, mothers of Cerebral Palsy do not experience balanced life and this feeling of unbalance is related to the level of their child's disability. Thus, it is necessary How to cite this