Validity of the school setting interview: an assessment of the student–environment fit

Abstract

Occupational therapy assessment and treatment of visual perceptual impairments are integral to the rehabilitation of clients following stroke and other acquired brain injuries. Occupational therapists need to identify the nature of visual perceptual performance impairments in order to choose rehabilitation intervention strategies appropriate for remediation of specific problems or to compensate for limitations in daily function. This paper describes the variations in visual perception terminology and occupational therapy approaches to visual perceptual assessment. Limitations of existing assessment tools for visual perception are highlighted in terms of reliability, validity, normative information, length of time to administer, and comprehensiveness in screening for visual perceptual impairment. In response to these limitations, a battery of items, called the Occupational Therapy Adult Perceptual Screening Test (OT-APST) was selected to screen adults comprehensively for impairments of agnosia, visuospatial skills including body scheme and neglect, constructional skills, apraxia, and acalculia. It also includes a subtest to evaluate functional skills directly observed during screening. This new battery has established reliability, validity and age-stratified normative data for adults 16 to 97 years of age. The OT-APST is recommended for use in conjunction with observational assessment of activities of daily living for clients with stroke and acquired brain injury.

Characteristics of Visual-Perceptual Function Measured by the Motor-Free Visual Perception Test-3 in Korean Adults

“…No significant difference was observed when we compared male and female scores. These results are consistent with the results of previous studies that standardized many occupational therapy screening tools including the MVPT-V [5,15]. Many other studies have reported a positive correlation between low education level and decreased cognitive function [4,11].…”

“…Next, we organize and interpret this information. Finally, we act on the basis of these processes [3,4,5]. …”

Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs

“…A rating of 4 (Perfect fit) is obtained when the student perceives that the student-environment fit is ideal and no accommodations are needed. Psychometric studies have supported evidence of validity of the SSI (Hemmingsson and Borell 1996;Hemmingsson, Kottorp, and Bernspång 2004) and a recent Rasch analysis provided support of validity of the SSI for students with special educational needs in regular upper secondary education (Yngve et al 2018).…”

Feeling and Being Involved? Participation Experienced by Children with Disabilities at Regular Schools in Austria

“…To support participation of children with disabilities, it seems important to understand the concept of what it means to children and what facilitates it (Hemmingsson, Downloaded by [University of New England] at 13:26 05 June 2016 Kottorp, & Bernspang, 2004). Findings from studies with children with disabilities found that they gave priority to social participation, the meaning of being included at school, rather than to school performance (Hemmingsson, Borell, & Gustavsson, 2003;Missiuna et al, 2006).…”