Integrating Occupational Therapy Specific Assessments in Practice: Exploring Practitioner Experiences

Asaba, Eric; Nakamura, Mio; Asaba, Akie; Kottorp, Anders

doi:10.1155/2017/7602805

Cited by 11 publications

(23 citation statements)

References 28 publications

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“…This has been noted specifically by occupational therapists in Sweden and Japan who found it difficult to use occupational therapy-specific assessments in daily practice [14]. The challenges commonly cited included the scarcity of time in relation to the volume of work needed to be done, the effort required to administer and score the assessment, and sometimes the physical spaces and home environment simulation required to implement occupational-based assessments [7,14,15]. These challenges suggest that the selection of assessments by the occupational therapist might be influenced by the ease of incorporation of the tool in practice rather than the appropriateness of the assessment to the client's individualized case or the soundness of its psychometric properties.…”

Section: Introductionmentioning

confidence: 99%

“…To identify the current cognitive assessment tools used in occupational therapy practice, several researchers surveyed clinicians working in various clinical settings in developed countries, including Canada [ 11 ], USA [ 12 ], Australia [ 13 ], Sweden, and Japan [ 14 ]. Many respondents reported the use of standardized assessment approaches because they consider them to be more “formal” assessments of cognition to help identify the client's deficits.…”

Section: Introductionmentioning

confidence: 99%

“…Occupational therapists often find it challenging to integrate occupational-based assessments in daily practice. This has been noted specifically by occupational therapists in Sweden and Japan who found it difficult to use occupational therapy-specific assessments in daily practice [ 14 ]. The challenges commonly cited included the scarcity of time in relation to the volume of work needed to be done, the effort required to administer and score the assessment, and sometimes the physical spaces and home environment simulation required to implement occupational-based assessments [ 7 , 14 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

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Cognitive Assessments Used in Occupational Therapy Practice: A Global Perspective

Manee

Nadar

Alotaibi

et al. 2020

Occupational Therapy International

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This exploratory study was aimed at evaluating the current status of global occupational therapy practice on the use of assessments for clients with cognitive impairments and providing recommendations for ongoing evidence. We targeted international occupational therapy clinicians working with clients experiencing neurocognitive impairments. 323 occupational therapists from a wide range of clinical practice areas participated in the study. A large number of therapists used noncognitive specific assessments with a focus on functional approaches. The most commonly used standardized assessments were the COPM (56.7%), followed by MMSE (54.2%) and MoCA (45.5%), while the nonstandardized assessments were clinical observation (38.4%) and generic ADL assessment (34.1%). The use of main assessments was significantly different across world regions (p<0.05), as were the reasons for choosing them (p<0.05). The occupational therapists’ use of assessment tools with clients suffering from neurocognitive impairments is inconsistent across the globe. The identification of international best practices for selecting and implementing proper outcome measures is warranted. It is essential to promote the development of an occupational therapy initiative to support the use of appropriate assessments at the international levels to facilitate consistent best practice.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Cognitive Assessments Used in Occupational Therapy Practice: A Global Perspective

Manee

Nadar

Alotaibi

et al. 2020

Occupational Therapy International

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“…Learning and translating the PRPP assessment to practice was an involved process that required time, commitment and disrupted previously established assessment practice. Equally, adopting other occupation-based assessments has required effort, and without persistence resulted in therapists being more likely to return to previous habitual assessment practices (Asaba et al, 2017). Consistent with the wider literature on occupational therapists’ learning preferences, participants were social pragmatic learners.…”

Section: Discussionmentioning

confidence: 99%

Learning, translating, and applying the perceive, recall, plan, perform system of task analysis assessment to practice: Occupational therapists’ experiences

Burrows

Hocking

Chapparo

2021

British Journal of Occupational Therapy

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Introduction This study explored occupational therapists’ experiences of embedding the Perceive, Recall, Plan, Perform System of Task Analysis (PRPP) assessment in practice and gained understandings of the clinical utility. Methods Qualitative interpretive description research using data from semi-structured interviews with 11 New Zealand registered occupational therapists and a focus group with two Māori occupational therapists. Thematic data analysis was used to develop themes. Results Five themes emerged: Resonating with practice as it should be, Translating to practice, Communicating assessment findings using an occupational performance focus on cognition, Validating the practice fit and Cultural application. Participants described the PRPP assessment as a flexible tool, which was applied in different ways in varied practice settings, with clients performing a range of culturally specific occupations. Embedding the assessment in practice was an involved process that challenged many participants’ existing assessment procedures and included managing team expectations to perform cognitive-based assessments. Conclusions The PRPP assessment added value to occupational therapists’ practice. Effective implementation of the assessment required a secure occupation-focused perspective and client-centred culturally responsive communication skills. Commitment was needed to both adopt a new assessment process and to communicate occupation-based assessment results. Participants connected as social learners to address practice challenges post-training.

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“…1 Understanding the factors that affect handwriting performance could assist occupational therapists in providing interventions to help children improve. 13 These factors may be biomechanical, sensorimotor, or teachinglearning perspectives. This review aimed to clarify and identify factors in terms of skills or components that might influence handwriting development among preschool children.…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Handwriting Development among Preschool Children: A Systematic Review

Achymy

Kadar

Razaob

et al. 2022

Kesmas: Jurnal Kesehatan Masyarakat Nasional

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Handwriting development is essential for academic performance, yet the research on the factors contributing to it is scant. This systematic review aimed to provide a comprehensive overview of the factors contributing to handwriting development among preschool children that may benefit public health knowledge, especially among teachers, parents, and therapists. A systematic search was conducted using four databases: PubMed, ERIC, CINAHL, and Google Scholar. During the preliminary search, 565 relevant studies were found. Screening, review selection, and characterization were performed based on the inclusion and exclusion criteria. The inclusion criteria included preschool children, quantitative, written in English, and published in January 2012 – January 2022. The exclusion criteria were studies involving children with specific diagnoses. A consensus agreement was obtained, and ten studies were eventually selected for the comprehensive review. Executive function, letter knowledge, motor skills, and writing surface were identified. These factors indicated that handwriting was not an independent process, as its acquisition involved numerous components. This systematic review confirmed that executive function, letter knowledge, motor skills, and writing surface influenced handwriting development. More randomized controlled trials should be conducted to provide more conclusive and exhaustive evidence.

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Integrating Occupational Therapy Specific Assessments in Practice: Exploring Practitioner Experiences

Cited by 11 publications

References 28 publications

Cognitive Assessments Used in Occupational Therapy Practice: A Global Perspective

Cognitive Assessments Used in Occupational Therapy Practice: A Global Perspective

Learning, translating, and applying the perceive, recall, plan, perform system of task analysis assessment to practice: Occupational therapists’ experiences

Factors Influencing Handwriting Development among Preschool Children: A Systematic Review

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