The role of occupational therapy with children with attention disorders
Notice bibliographique
Résumé
Introduction: Children with attention deficit hyperactivity disorder (ADHD), a prevalent neurobehavioural childhood disorder, demonstrate a persistent pattern of inattention and hyperactive and/or impulsive behavior that is more severe than their typically developing peers. The current literature has examined issues of clinical diagnosis and pharmacological management of ADHD. There is a need to better understand the associated functional limitations and participation restrictions in ADHD. Occupational therapists are uniquely suited to address this perspective. Objectives: Grounded in implementation science, the first part of this project aimed to examine the available literature describing occupational therapy (OT) assessment and treatment interventions with children/youth with attention disorders. The second part involved disseminating an online survey to examine the level and nature of involvement of Canadian OT practice with children with ADHD. The purpose of this synthesis was to identify the scope of OT practice, indicate potential research and practice gaps, and to discuss future implications with respect to OT for children with attention disorders. Methods: First, a scoping study framework was used to review the literature published 1985-2015. Included were studies of participants aged 3-18 years with attention difficulties and the involvement of an occupational therapist as researcher or practitioner. The International Classification of Functioning Disability and Health-Child/Youth (ICF-CY) served as a taxonomy to guide the thematic analysis. For the second part, a bilingual national survey was created based on scoping review findings and interviews with experts in pediatrics' and knowledge translation. The survey link was sent to pediatric OTs across Canada through mailing lists obtained from national and provincial orders. Results: For the scoping study, after removing duplicates, 118/420 papers met the inclusion criteria. Of these, 21% (n=25) were grey literature. Approximately half of the empirical papers (n=86) discussed impairments in children/youth with ADHD (43% [n=37]), often exploring co-existing difficulties (e.g. sensory processing and motor skills). A slightly smaller number of papers addressed outcomes describing childhood occupations or activities/participation restrictions (36%; [n=31]), fewer described environmental/contextual factors (21% [n=18]). Only 22% (19/86) examined the effects of an intervention. In the second part of the study, a total of 172 surveys were completed (response rate =10.1%). Approximately 59% of OT respondents working in pediatrics reported 26-75% of their caseload consisted of children with ADHD. Greater than 90% of respondents reported using OT interventions to improve fine motor functioning, sensory processing, and school functioning in their treatment of children with attentional disorders. The most common form of service delivery was individualized sessions, followed by consultation. Conclusions: The thematic analysis revealed OTs were implicated across all levels of functioning as per the ICF-CY: body structures/functions, activities, participation and at the environmental level. Results highlighted the lack of high quality evidence for OT interventions with children with attention disorders, particularly experimental research on interventions for functional outcomes. Survey results were reflective of scoping review results. OTs generally used sensory-based principles to address the symptoms of children with ADHD. Consultative service delivery models require further investigation with respect to working with this population. Potential gaps and implications at the research, practice and organizational levels are discussed to further support the role of OT with this population.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,015 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,003 | 0,003 |
| Études des sciences et des technologies | 0,004 | 0,003 |
| Communication savante | 0,004 | 0,002 |
| Science ouverte | 0,001 | 0,005 |
| Intégrité de la recherche | 0,002 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».