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Mothers' experiences of engaging in Occupational Performance Coaching
- Authors:
- GRAHAM Fiona, RODGER Sylvia, ZIVIANI Jenny
- Journal article citation:
- British Journal of Occupational Therapy, 77(4), 2014, pp.189-197.
- Publisher:
- Sage
Introduction: Occupational Performance Coaching is an intervention provided to parents, which targets their goals in occupational performance for themselves and their children. Preliminary evidence points to its effectiveness; however, little is known about parents' experiences of engaging in Occupational Performance Coaching. Method: Within a larger mixed methods study, a purpose-designed survey comprising open and closed questions was used to explore parents' (N = 29) experiences of engaging in Occupational Performance Coaching. The survey targeted their impressions, learning experiences, and perceptions of the impact of Occupational Performance Coaching. Numerical data were analysed descriptively; written comments were analysed using content analysis. In this case all participants were mothers. Findings: Mothers' descriptions of Occupational Performance Coaching were largely positive. Learning experiences included gaining insights about themselves and their children alongside learning specific strategies to support their children's occupational performance. They reported greater understanding of their children and a perception that Occupational Performance Coaching had engendered a calmer, happier emotional tone within the family. Conclusion: Mothers perceived Occupational Performance Coaching as a valuable means to support their children and themselves to attain occupational performance goals. Findings prompt greater attention to coaching approaches and, more widely, the use of transformative learning as a means to enabling occupation. (Publisher abstract)
Systematic review of early intervention programmes for children from birth to nine years who have a physical disability
- Authors:
- ZIVIANI Jenny, et al
- Journal article citation:
- Australian Occupational Therapy, 57(4), August 2010, pp.210-223.
- Publisher:
- Wiley-Blackwell
Ten early intervention programmes with a wide range of intervention types, participants, and outcome measures, were included in this systematic review. A number of positive outcomes, both child-related and family-related, were reported but further analysis was prevented due to methodological limitations. The need for more, well-designed studies that include baseline data, long-term follow-up and standardised outcome measures is emphasised.
Assistive technology assessment and planning for children with multiple disabilities in educational settings
- Authors:
- COPLEY Jodie, ZIVIANI Jenny
- Journal article citation:
- British Journal of Occupational Therapy, 68(12), December 2005, pp.559-566.
- Publisher:
- Sage
A number of critical elements have been identified in assistive technology assessment and planning to optimise its integration into the educational environments of children and hence address their functional goals. These elements are as follows: adopting a collaborative think-tank team approach to which all educational team members contribute equally and where technology experts are consulted once the need for specific technical support or training is identified; involving the family by establishing mutual expectations and using effective communication strategies; and conducting in-depth assessment that identifies clear goals, includes task analysis within daily environments, examines the child-device interaction closely and investigates the resources available to implement assistive technology use. With this backdrop, this paper reviews existing assessments and proposes that the Lifespace Access Profile (LAP) (Williams et al 1993) and Lifespace Access Profile (Upper Extension) (LAPUE) (Williams et al 1994) satisfy many of the criteria for effective assessment and planning advocated in the literature.
An introduction to play and the preschool child with Autistic Spectrum Disorder
- Authors:
- ZIVIANI Jenny, et al
- Journal article citation:
- British Journal of Occupational Therapy, 64(1), January 2001, pp.17-22.
- Publisher:
- Sage
This paper aims to summarise the current literature as it relates to the play of children with ASD. It also alerts the reader to the complexity of the issue of play as a means of assessment and intervention and highlights areas of continuing clinical and research concern.