Dissertations / Theses on the topic 'Occupational therapy influences'

Rehabilitation hospitals serve to foster a client’s independence in preparation to return home after an injury or insult. Having space in rehabilitation environments that is home-like and supportive for each client can facilitate participation in occupations and assist in learning and practicing the skills needed to transition to home. Yet, typically occupational therapists provide interventions to clients in therapy gyms with exercise and impairment based equipment. Currently the stroke population is changing and identifying the optimal rehabilitation environment is imperative to guide occupational therapy practice. This dissertation contains three studies relating to the rehabilitation environment and occupational therapy interventions. The first study focused on the perceptions of occupational therapists regarding their optimal rehabilitation environment, identifying that they would prefer to offer their clients a variety of rehabilitation environments and that there is a relationship between the environment and the type of intervention provided. A second study examined the effects of occupation-based interventions provided in a home-like environment to an individual recovering from chronic stroke with the results indicating enhanced occupational performance, resumed competence in desired roles, improvement in affected upper extremity function, and notable neuroplastic change. The final study investigated how the rehabilitation environment influenced the interventions used by the occupational therapists. The findings supported the relationship between the therapy environment and a specific intervention; working in the therapy gym with preparatory methods and being in a home-like space using occupation-based interventions. The environment influenced occupational therapy interventions and it is recommended that the occupational therapist match the client’s goals to the ideal environment for optimal intervention.

"Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Occupational Therapy, Occupational Therapy Department, College of Allied Health and Nursing, Nova Southeastern University." Sensory processing disorder (SPD) has been shown to affect behavior in children. Children spend much of their time in school, where participation and appropriate behavior are expected. Sensory processing challenges may affect a child's ability to participate in school. However, the prevalence of SPD among nondisabled children, and its impact on participation remains poorly understood and understudied. This study sought to determine the prevalence of SPD and its potential impact upon school participation in children enrolled in kindergarten and first grade. Using a descriptive cross-sectional research design, parents of 123 typically developing children from five public and one private elementary school completed questionnaires to measure sensory processing behaviors. A conservative estimate of the prevalence of SPD was calculated at 8.3% within the sample studied, based upon parent report. The second phase of the study examined relationships and differences between children with and without SPD on various measures of participation in school as observed by teachers. Although no statistically significant differences were found between the children on measures of participation, there was very little agreement between parent and teacher perceptions on the presence of SPD for individual children. Further, statistically significant correlations were found between Short Sensory Profile scores and some measures of participation. These results suggest that perceptions of the presence of SPD may be related to the context in which the student is being observed. Results from this study were limited by the small sample size and low response rate.

The purpose of this study was to obtain an understanding of older adults' perceptions of independence and the factors that allow them to remain living independently in the community. A questionnaire was mailed to a random sample of 500 community-based older adults. One hundred seventy eight questionnaires were returned (36%). Respondents were asked questions related to independence, self-health rating, functional difficulties, and social supports. Most respondents indicated Mental Health (97%), Physical Health (97%), Control of choices (97%), and Social Support Systems (93%) contributed to maintaining independence in the community. Age, education, fewer chronic health conditions, and a higher self-health rating were found to be significant predictors of actual independence. Family members were identified as the primary source of assistance with advice on major life decisions and financial matters. Findings indicate age, education, health status and the social support of family and friends all play an important role for older adults to live independently in the community. Occupational therapy could be instrumental in extending the health, highest level of independent functioning, and the number of years older adults remain living in the community.

The purpose of this study was to examine the attitudes college students have toward those with physical disabilities and what personality characteristics they attribute to physical appearance. One-hundred-one introductory psychology students at FIU were randomly assigned to one of three groups: control--no disability group, a group that viewed five slides of peers with disabilities, and a group that viewed the disability slides and heard their voices. All subjects rated the individuals' perceived personality. A one-way ANOVA revealed that those in the visual and audio disability group rated those with disabilities significantly higher in friendliness, attractiveness, and assertiveness than those who rated the individuals without disabilities. Those in the visual and audio disability group rated them higher in self-esteem than those in the visual only disability group. Since voice can have such positive effects on first impression, an occupational therapist can work on improving communication skills of those with disabilities.

This study was undertaken to assist with the development and introduction into the occupational therapy curriculum of an interactive, multimedia learning resource. The radical changes from traditional teaching/learning methodologies, focusing on instructor presentation, to a more learner active role could disadvantage some students. For instance, having to access information independently and problem-solve utilising material presented electronically may add considerable cognitive demands to the learning task. Many factors influence an individual learning in computerised interactive learning situations and these include motivation, previous experience, and a range of learner characteristics. The last factor includes styles of functioning which impact on both the interpretation of processes and the appraisal of performance levels. In many previous studies researching the use of media and learning, these factors have been isolated and their impact on user performance and attitude measured. However, with interactive multimedia, several elements combine to make research concentration on individual variables questionable. These elements include the range and mix of media used, the interactivity possible, and the degree of user control. Therefore, this exploratory study sought to establish some of the learning characteristics which combined to form statistical models in a range of participant navigational tasks. Multiple regression analysis was employed to determine the ways that individuals with differing personal characteristics make navigational decisions while browsing and problem-solving when utilising interactive learning materials. Case studies were employed to illustrate extreme cases. Personal characteristics measured included technological experience, cognitive style, learning style, computer awareness and computer anxiety. This research indicated that significant ++
numbers of occupational therapy students displayed a tendency towards field-independent cognitive style, activist and reflector learning styles, and an aversion to the use of computer technology. Awareness of these strengths and weaknesses and their impact on multimedia navigation can assist both students and educators to plan strategies to maximise the effectiveness of learning materials. Statistically significant models were identified for five of the six dependent navigation variables measured although their predictor strength was low. Of the independent variables, age, cognitive style, computer thoughts, and prior computer experience all occurred in two or more of the statistically significant models for the navigation performance dependent variables. The dependent variable forming the strongest statistical model was attitudes towards the learning package, representing 38% of the variance.

This study was undertaken to assist with the development and introduction into the occupational therapy curriculum of an interactive, multimedia learning resource. The radical changes from traditional teaching/learning methodologies, focusing on instructor presentation, to a more learner active role could disadvantage some students. For instance, having to access information independently and problem-solve utilising material presented electronically may add considerable cognitive demands to the learning task. Many factors influence an individual learning in computerised interactive learning situations and these include motivation, previous experience, and a range of learner characteristics. The last factor includes styles of functioning which impact on both the interpretation of processes and the appraisal of performance levels. In many previous studies researching the use of media and learning, these factors have been isolated and their impact on user performance and attitude measured. However, with interactive multimedia, several elements combine to make research concentration on individual variables questionable. These elements include the range and mix of media used, the interactivity possible, and the degree of user control. Therefore, this exploratory study sought to establish some of the learning characteristics which combined to form statistical models in a range of participant navigational tasks. Multiple regression analysis was employed to determine the ways that individuals with differing personal characteristics make navigational decisions while browsing and problem-solving when utilising interactive learning materials. Case studies were employed to illustrate extreme cases. Personal characteristics measured included technological experience, cognitive style, learning style, computer awareness and computer anxiety. This research indicated that significant numbers of occupational therapy students displayed a tendency towards field-independent cognitive style, activist and reflector learning styles, and an aversion to the use of computer technology. Awareness of these strengths and weaknesses and their impact on multimedia navigation can assist both students and educators to plan strategies to maximise the effectiveness of learning materials. Statistically significant models were identified for five of the six dependent navigation variables measured although their predictor strength was low. Of the independent variables, age, cognitive style, computer thoughts, and prior computer experience all occurred in two or more of the statistically significant models for the navigation performance dependent variables. The dependent variable forming the strongest statistical model was attitudes towards the learning package, representing 38% of the variance.

Thesis (D.S.)--Boston University
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This two year cohort study involved 248 workers within the automotive industry and explored the effects of two workplace factors, e.g. overtime and assembly-line work, on behavior and cognitive performance as measured by neurobehavioral tests. Review of the occupational epidemiology literature did not reveal any studies of the effects of cumulative fatigue, as a result of long work days due to overtime, on cognitive abilities or job performance. Overtime, defined as number of hours worked greater than 8 hours per day and/or greater than 5 days per week, was calculated from company payroll records. Subjects were categorized as working a machine-paced, assembly line job based on review of their work histories and characterization of their job codes. Cross-sectional analysis of Year 1 data by multiple linear regression demonstrated that overtime worked the week before testing was significantly associated with increased response times on tasks involving simple and complex attention and executive function and an attention-requiring task of basic verbal abilities. The findings from Year 1 support the hypothesis that overtime per week results in cumulative fatigue which affects cognitive performance in the specific functional domains of attention and executive function. Machine-paced work was significantly associated with impaired performance in the areas of attention and executive function, however no significant mood changes were observed. An increased number of errors on a task of complex attention and executive function, poorer performance on a visual memory task involving attention and new learning skills, and reduced percent correct on a computerized task of attention and motor skills and on an attention-requiring task of basic verbal abilities were observed. Machine-paced work did not significantly affect the observed effects of overtime. The results suggest a different response to the strain produced by machine-paced work than that observed with overtime. Machine-paced work was predictive of a faster response time with increased errors, whereas the fatigue effects of overtime resulted in a slower time to complete a task without a decrease in accuracy. Neither overtime nor machine-paced work was associated with performance on any test in Year 2. It was suspected that fewer subjects working increased overtime hours, loss-to-follow-up, and that two of the tests associated with overtime in Year 1 were not repeated in the Year 2 battery, contributed to the difference in the findings between the two years. Further study is recommended to evaluate the proposed hypotheses regarding the effects of overtime and machine-paced work on cognitive function and to investigate the strategic response difference between overtime and machine-paced work.
2031-01-01

Changes in health and social care present exciting opportunities for occupational therapists to expand their practice into innovative settings. To prepare graduates for these opportunities, placement experiences must reflect current trends in practice. Role-emerging placements are increasingly being used to help students develop the skills, knowledge and attributes needed to become the therapists of tomorrow. Whilst the literature on role-emerging placements is increasing, studies have tended to be general placement evaluations, with limited studies exploring students' experiences in detail. No studies have explored the influence of role-emerging placements on graduates' professional practice and identity. This study adopted a phenomenological design to gain a deeper understanding of how occupational therapy students experience and ascribe meaning to role-emerging placements and the ways in which such placements influence their professional practice and identity once qualified. In-depth initial interviews were carried out with five MSc pre-registration occupational therapy students within one month of having undertaken a role-emerging placement. Follow-up interviews were carried out six months after the students had graduated and gained employment. Interviews were audio taped, transcribed and analysed using Interpretative Phenomenological Analysis (IPA). Key findings reveal that the role-emerging placements acted as a strong catalyst for the students' ontological development. Through engaging in challenging and autonomous learning experiences, they developed deeper insights of who they were becoming as professionals. This led to a professional identity that was of their own making. Having to continually reflect on and verbalise the core essence and contribution of occupational therapy, students developed clarity of understanding about the uniqueness of the profession. This is an important finding in light of the historical difficulty occupational therapists have had articulating their unique role and professional identity. Once qualified, participants had mixed experiences concerning the extent to which they were able to sustain this identity and enact practice in a way that was meaningful to them. A significant finding was the difficulty that graduates experienced working in NHS settings where the nature of occupational therapy practice restricted their ability to work in a way that was congruent with the professional way of being that they had developed during their placement. Consideration therefore needs to be given to the nature of occupational therapy practice in traditional settings. Recommendation is made for role-emerging placements to be made compulsory for all occupational therapy students to assist them in their ontological development and prepare them more effectively for practice. Further research into the long-term influence of such placements, in particular on graduates' practice and identity, is required.

This exploratory repeated-measure study investigated the presence of stress reactions and coping mechanisms following traumatic upper limb injuries in 70 Arabic-speaking adults in Kuwait and the influence on hand impairment status. Data were collected twice, at the time of admittance to the hospital, and at the time of therapy conclusion. The presence of overall stress reaction, avoidance stress reaction, intrusive stress reaction, and the use of coping mechanisms have been confirmed at both admittance to the hospital and at the conclusion of therapy. The expression of overall stress reaction at the conclusion of therapy was slightly less than what the participants experienced at admittance to the hospital, though the difference was not significant. Use of coping mechanisms, on average, increased between the time of admittance to the hospital to the time of therapy conclusion. A positive correlation was established between hand impairment and each of the following: overall stress reaction, the avoidance and intrusion subscales, and problem solving-based coping. Furthermore, using baseline variables, problem solving-based coping and muscle/nerve tear diagnosis were related to how participants perceived their hand impairment at the time of therapy conclusion. This indicated that sustaining a muscle/nerve tear diagnosis is related to perceiving greater hand impairment than other types of injuries when patients are discharged from therapy. The findings also indicated that the higher the perception of hand impairment the more coping mechanisms participants had to use. A closer examination of the regression and correlation analyses revealed that when stress reaction increased, participants tended to report greater hand impairment and an increased use of coping mechanisms. Suggesting that subjects may have resorted to the use of problem-solving coping to manage the stress reaction they were experiencing. Giving rise to the possibility that problem-based coping may act as a mediator in the relationship between stress reaction and hand impairment. Thus, it is important for therapists to be aware of the presence and the relationship between these factors, and need to take into consideration stress reactions and the use of coping mechanisms when devising treatment plans for their patients to optimize recovery status.

The soleus H-reflex modulation pattern was measured in 8 normal and 8 spastic paretic subjects during standing and walking, under the conditions of 0% and 40% body weight support (BWS). In standing, both the normal and patient groups showed no significant difference (p $<$ 0.01) in the H-reflex amplitude between 0% and 40% BWS. Normal subjects had a phase dependent modulation of the H-reflex during gait, there being no significant difference (p $<$ 0.001) in this modulation with 40% BWS. The patients had an abnormally elevated H-reflex throughout the step cycle, although five showed some modulation. In the patient group, 40% BWS produced a decrease of the H-reflex amplitude mainly in the push-off phase. BWS produced a decrease in electromyographic (EMG) mean burst amplitude of the lower limb muscles investigated, with more appropriate EMG activity timing. BWS improved knee and ankle angular displacements in patients, which were associated with an improved locomotor pattern. However, these improvements in locomotor pattern were not reflected clearly by changes in the H-reflex modulations. Thus the relationship between H-reflex amplitude, EMG activity, and ankle position under 0% and 40% BWS, needs to be further investigated.

Background Rett syndrome is a neurodevelopmental disorder primarily caused by mutations in the X-linked methyl-Cp2G-binding protein 2 (MECP2) gene. The disorder affects approximately 1 in 9000 females and is usually associated with language, physical and intellectual impairments, each of which contributes to difficulties with communication. In Rett syndrome, eye gaze is considered a common form of communication and conventional methods, such as talking and gestures, less common. Females appear to use these forms of communication to serve a number of functions including choice making, requesting, social convention, bringing attention to themselves, and to reject, comment and answer. However, the literature is limited due to poorly described case inclusion criteria, the inclusion of cases without a diagnosis of Rett syndrome and small sample sizes. Furthermore, there is a paucity of research on the numerous barriers and facilitators to successful communication. Therefore the aim of this research was to describe the performance of communication tasks in girls and women with Rett syndrome and to investigate factors that are positively and negatively associated with performance. Methods Qualitative and quantitative methods were used to understand the communication performance of girls and women with Rett syndrome and the impairments of body function and structure, activity limitations and contextual factors that influence these. The International Classification of Functioning Disability and Health - Child and Youth Version (ICF-CY) and The Communication Matrix were used as the theoretical framework throughout the research. This thesis includes four studies of which the first employed interviews with caregivers, the second and third used caregiver questionnaire data and the final utilised video data of girls and women engaged in a communicative interaction. Data were used to describe the use of specific communication modalities such as eye gaze, gestures and speech, and communicative functions including the ability to make requests and choices. Relationships between the performance of these communication tasks and factors including MECP2 mutation type, age and level of motor abilities were investigated. Results During interviews all parents reported their daughters were able to express discomfort and pleasure, and make requests and choices using a variety of modalities including body movements and eye gaze. They also reported level of functional abilities and environmental factors influenced communication performance. Questionnaire data on speech-language abilities showed 89% (685/766) acquired speech-language abilities in the form of babble or words at some point in time. Of those who acquired babble or words, 85% (581/685) experienced a regression in these abilities. Those with a p.Arg133Cys mutation were the most likely to use one or more words, prior to (RRR=3.45; 95% CI 1.15-10.41) and after (RRR=5.99; 95% CI 2.00-17.92) speech-language regression. Australian questionnaire data (n=151) found women aged 19 years or older had the lowest scores for eye gaze. Females with better gross motor abilities had higher scores for the use of eye gaze and gestures. The use of eye gaze did not vary across mutation groups, but those with a C-terminal deletion had the highest scores for use of gestures. The video study found 82.8% (53/64) of the sample made a choice, most using eye gaze. Of those who made a choice, 50% did so within 8 seconds. Conclusions In using qualitative and quantitative methods, and the ICF-CY and The Communication Matrix as the theoretical framework, this thesis was able to provide new insight into the way in which females with Rett syndrome communicate while considering the influence of impairments of body function and structure, activity limitations and contextual factors. We found that females with Rett syndrome share communicative strengths including the use of eye gaze and the ability to make choices. Multidisciplinary assessment of communication abilities, considering the range of factors identified to impact communication, and using multiple sources of information, will likely result in a more accurate assessment of the communication abilities of girls and women with Rett syndrome. Interventions should target communicative strengths, such as the use of eye gaze, and factors shown to impact communication, including the skills of communication partners. Reporting and accounting for genetic information in future research would help improve our understanding of the relationship between MECP2 and communication abilities, which may in turn improve our knowledge of the role MECP2 plays in neurodevelopment.

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Living well with dementia is promoted nationally and internationally (Department of Health, 2009: Global Action Against Dementia, 2013). UK health policy recommends post-diagnostic support to enable people to live well in the community for as long as possible (Department of Health, 2015; NHS England, 2017; Scottish Government, 2017; Welsh Government, 2017). This is important given that a cure for dementia is not imminent. A growing evidence base demonstrates that psychosocial interventions can benefit people with mild to moderate dementia, by improving cognition, performance in valued activities or daily living skills, maintaining quality of life or carer coping. (Clare et al., 2011;2017; Graff et al.,2006,2007; Streater et al.,2016). Occupational therapists offer interventions to people living with mild to moderate dementia and family carers (Swinson et al.,2016;Streater et al.,2016;Yuill and Hollis,2011). The National Institute for Clinical Excellence and Social Care Institute for Excellence (2006) recommended occupational therapists provide skills training for activities of daily living. Also, the Memory Services National Accreditation Programme recommends people with dementia have access to occupational therapy and other psychosocial interventions such as reminiscence, life story work or cognitive stimulation therapy, for the cognitive, emotional, occupational and functional aspects of dementia (Hodge et al.,2016). Such interventions can be delivered by occupational therapists. The focus on the benefits of non-pharmacological interventions provides occupational therapists with an opportunity, to deliver services that improve lives and the experience of dementia (Collier and Pool, 2016). Understanding what may influence uptake of such interventions is important if people with dementia and their carers are to benefit from what occupational therapists can offer. Yet what supports the uptake of such interventions, specifically by people with mild to moderate dementia and their family carers, living in the community is poorly understood and limited research about this topic exists. ‘Uptake’, in this paper, is defined as initial acceptance of an offer, of intervention, support or services, rather than continued engagement or adherence to an intervention over time.
National Institute for Health Research’s Programme Grants for Applied Research Programme (RP-PG 0610-10108)

Thesis (M.S.)--University of Wisconsin--Madison, 1995.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 75-79).

The purpose of this thesis was to analyze factors related to labour market survival and withdrawal behaviour in the profession of Occupational Therapy in Ontario from 1997 to 2006. To provide a portrait of the OT labour market in Ontario overall, and in relation to sector and age, three types of analysis were used: descriptive statistics (including “stay, switch, and leave” analysis), “Stickiness” and “Inflow” analysis, and survival analysis. The largest proportion of OTs worked in the Hospital sector, which had a great ability to retain OTs according to the “Stickiness” analysis. However, when controlling for other variables using survival analysis, none of the sector variables had a significant effect on survival. The youngest and oldest age groups had the highest propensity of leave, due to mobility, family commitments, and retiring (oldest group only). Overall, the profession in Ontario had a strong ability to retain OTs working in the profession during the study period.

As students in professional academic programs are socialized to the profession they refine their professional construct. Using an autoethnographic method, I describe the changes in my professional construct through participation in two international immersion experiences. I analyze how specific experiences contributed to changes in my professional construct. The mechanisms for professional socialization include interacting with professors and professional occupational therapists, personal reflection, interacting with others in a culture different from my own, and experiencing uncertainty and vulnerability. Examining how these experiences shaped my professional construct may inform future initiatives to socialize future occupational therapists to the profession.

Introduction: Elderly females are predominantly left impaired by the degenerative impact which osteoarthritis has on the 1st CMC joint. Research supports the successful implementation of early stage conservative management. Aim: To determine the viability of performing a full scale study to investigate the influence of an abductor pollicis longus strengthening program on the symptoms experienced by elderly females presenting with early stage osteoarthritis of the 1st CMC joint. Objectives: Validating data gathering instruments; evaluating methods and procedures used for recruiting, randomization; retaining, assessing and facilitating compliance of participants. Evaluation of the data capturing process. Required resources and sample size for a scientifically valid full scale study was estimated. Method: The pilot study made use of the quantitative research design proposed for a full scale study. Tools such as cost sheets and compliance logbooks were implemented along with qualitative components such as feedback questionnaires and field notes. Three retirement homes participated; 25 residents qualified to participate of which 15 were allocated to the experimental group and 10 to the control group. The experimental group participated in an 8 week exercise program; while the control group received an assistive device. Both the experimental and control groups were assessed at baseline; four weeks and after eight weeks. The assessment battery included the Kapandji index for thumb opposition, voluntary isometric total grip, 2-point pincer, 3-point pincer and key grasp strength, Visual Analogue Scale for pain and the Michigan Hand Outcome Questionnaire (MHQ). Data analysis: Data was captured by the researcher; the MHQ and feedback questionaires were independantly completed by the partiticpants. Data cleansing was conducted manually where corectness was verified by a third uninvolved party. Quantitative data was summarized and tested with the vi Generalized Estimating Equations (GEE) to detect possible changes over time. Inferential analysis and comparisons of results for the experimental and control groups could not be made. The researcher detected themes and subthemes within the qualitative data. Results/Discussion: Recruitment techniques’ response rate did not exceed 27%; qualitative data sets identified influencing factors An inclusion age of 60 years and older were suggested and to extend the research to various ethic groups. A large enough sample group for randomization was not obtained. Recommended adjustments to the assessment battery: using an adjusted MHQ as the full MHQ includes unapplicable questions; using a Numerical Rating Scale (NRS) for pain potentially being more user friendly for an elderly population; and an additional abduction active range of motion goniometer assessment for the thumb is recommended as the Kapandji scale for opposition provided limited information concerning the range of motion of the 1st CMC joint. The calculated cost per participant was R1921.60 for the control group and R3179.79 for the experimental group. Human resources were calculated at 64.2% of the entire budget. Compliance was affected by poor memory and health. Population attrition rates were calculated at an average of 48%. The feedback questionaires indentified personal gain and the feeling of contributing to a research initiative as the predominant themes for retaining the target population. Conclusion:The conducted pilot study can be used to define the parameters necessary to conduct then mentioned full scale research study, as well as assist with research designs envolving a similar target population. One more pilot study is recommended prior to a full scale study addressing topics such as including diverse races; recommended additional assessment tools and intervnetion components.
Thesis (M.O.T.)-University of KwaZulu-Natal, Durban, 2014.

INTRODUCTION. Assessing the participation experiences of young people with significant intellectual and developmental disabilities (SIDD) in recreational activities is imperative to ensure these activities provide youth with optimal opportunities to develop skills needed for adulthood. Currently, no instrument accessible to youth with SIDD is available to asses these experiences. The Participatory Experience Survey (PES) and the Setting Affordances Survey (SAS) were developed to meet this need. METHOD. The PES was developed with input from a panel of youth with SIDD while they were participating in a summer program. A draft was then presented to three groups of stakeholders: parents of youth with SIDD, service providers, and experts in intellectual disability and/or program planning. After making revisions based on stakeholder feedback, cognitive interviewing was conducted with eight youth ages 14 – 22 with SIDD. Next, to examine feasibility of the PES, the survey was given to 10 youth with SIDD. After finalizing a draft of the PES based on youth feedback, questions for the SAS were written to align with topics on the PES. Finally, a program evaluation was conducted that provided an additional feasibility evaluation of the PES and SAS. RESULTS. Of the 24 initial questions on the PES, stakeholder groups identified 15 questions needing revision and suggested 7 additional questions. Youth feedback during cognitive interviewing identified 13 questions needing revisions and 4 needing removal. Changes were made to address three issues: word choice, understanding of concept, and questions relating to others. Administering the PES directly following an activity was found to be feasible, however, the length was shortened from 31 to 15 questions to provide an appropriate administration time (<5 minutes). CONCLUSION. The PES and the SAS proved to be relevant, accessible and feasible ways to assess the individual experiences of youth with SIDD in recreational settings and the affordances, measured objectively, of those settings. Use of these two measures may help programs to include young people with SIDD during program evaluations, resulting in better-structured, more supportive programs.

Abundant research describes the prevalence of parenting stress among parents of children with disabilities. Children with disabilities requiring specialized instruction receive special education programming, but this factor can exacerbate stress in parents and interfere with positive mental health and family relationships. In school settings, intervention is directed at the student but fails to address the contextual day-to-day needs of parents experiencing greater stressors. There is scant evidence of the use or presence of structured, manualized intervention programs in schools to address the intense needs of parents of children with disabilities or of occupational therapy-led interventions on behalf of the parent as they emotionally process new special education programming territory. A strong sense of coherence (SOC) is important in positive parenting, health, and wellness. Low SOC has been associated with depression and stress and low parental coping capability. The SOC theory is valuable in explaining differences in individuals’ capacities to positively adapt to life challenges. A school-based, educational parent-intervention program, framed by a salutogenic SOC theory approach, which occurs during the school year, may prove useful to address parents’ diminished meaningful life occupations resulting from increased stress or lowered SOC. This inquiry aims to examine the relevance, need, and benefit of a school-based parental-intervention program for parents of children with disabilities, the Sense of Coherence Uplifting Parent Participation in Everyday Resilience (SUPPER) program. Its intended purpose is to provide a special-education-based, parent-support and -empowerment group for parents of children receiving special education programming and supports.