Browsing by Author "Lane, Shelly J., advisor"
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Item Embargo Advancing clarity: exploring professional thinking skills in occupational therapy(Colorado State University. Libraries, 2023) Burke, Hannah K., author; Lane, Shelly J., advisor; Bundy, Anita C., committee member; Sample, Pat L., committee member; Hepburn, Susan, committee member; Spielmann, Virginia, committee memberBackground: Reasoning, reflection and evidence-based practice are three interrelated and essential skills for occupational therapy practice. As threshold concepts in the field, they contribute to development of a sense of professional identity. However, these skills are inconsistently defined and differentiated from one another, leading to difficulties in related communication, education, and research. In this dissertation I sought to advance the profession's understanding of consensus conceptualizations of these essential professional thinking skills and how they are taught. Methods: This dissertation comprises five articles reporting results of two broad studies. In the first study, a scoping review, I explored peer-reviewed occupational therapy literature that included a definition of a term related to reasoning and/or reflection. Along with my research team, I extracted data from each paper on definitions of relevant terms, relationships amongst relevant terms, references used to define relevant terms, and descriptive information about each article. In the second study, I used Delphi methodology to explore nine occupational therapy educators' consensus definitions of, conceptualizations of relationships between, and educational strategies for teaching clinical reasoning, professional reasoning, reflective practice, and evidence-based practice. I then conceptually integrated results of both studies to compare findings between the literature and educators. Findings: Both studies indicate that there is some agreement about main characteristics of each of these skills. They also both suggest that clinical/professional reasoning, reflective practice, and evidence-based practice are related to each other in complex, non-linear ways that warrant further exploration. Findings from the Delphi study additionally indicate that there are key educational strategies that may support development of multiple of these professional thinking skills. Conclusion: This dissertation adds to the body of literature clarifying conceptualizations of necessary professional thinking skills in occupational therapy. Continued explicit consideration of conceptualizations of reasoning, reflection, and evidence-based practice within occupational therapy literature and education will advance communication, measurement, and, ideally, uptake of these skills into practice to support an integrated sense of professional identity.Item Open Access The effect of an intensive, outdoor camp on behavioral regulation and praxis in children(Colorado State University. Libraries, 2022) Tull, Emily B., author; Lane, Shelly J., advisor; Bundy, Anita C., committee member; Burke, Hannah K., committee member; Butki, Brian, committee memberBackground: Behavioral regulation and praxis skills are both crucial to childhood participation and performance in occupation. Behavioral regulation is the ability to employ executive functions in order to regulate, monitor, and adapt behavior to interact within the environment. Praxis is the ability to recognize object and environment affordance, develop an idea for action, plan the action, and then perform it. It is reflected by successful interactions with people and things in the environment. Purpose: This study examined the impact of a 5-day outdoor camp with integrated occupational therapy supports on behavioral regulation and praxis in 36 children with sensory processing, praxis, and behavioral challenges. Methods: Pre-test/post-test retrospective cohort design. Data were drawn from two parent-report questionnaires completed 3 months pre and 3 months post camp: the Behavior Rating Inventory of Executive Function-2 (BRIEF-2) and the Sensory Processing Measure (SPM). Findings: Linear mixed modelling revealed an association between behavioral regulation and praxis throughout the 6-month timespan. Paired samples t-tests showed significant change in praxis, and positive non-significant change in behavioral regulation. Implications: Practitioners should consider contexts and factors contributing to children's praxis and behavioral regulation skills, as well as the interface between the two characteristics. The use of outdoor camps should be considered in occupational therapy intervention for enhancing children's praxis, as well as participation and performance in occupations.Item Open Access The effect of an intensive, outdoor camp on playfulness and adaptability in children(Colorado State University. Libraries, 2021) Deem, Giulia J., author; Lane, Shelly J., advisor; Bundy, Anita C., committee member; Hepburn, Susan, committee memberPlay is the primary occupation of childhood and promotes healthy cognitive, social-emotional, and physical development. Playfulness is the attitude that children bring to play situations. Playfulness can impact a child's play as well as how likely others are to engage with them in play. Adaptability is the ability to functionally adjust to changes in the environment. Both adaptability and playfulness can impact play participation, and both may be improved through play. Children with sensory modulation difficulties and challenging behavior, including children with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD), may have a harder time engaging in play than their typical peers. These children can show decreased playfulness and adaptability, both of which may be barriers to play. This is unfortunate because children with these challenges may especially benefit from engaging in play and outdoor engagement. The aim of this study was to look at the effect of an outdoor, intensive, five-day camp with occupational therapy supports on the playfulness of children with sensory modulation difficulties and challenging behavior. This study also looked at the relationship between playfulness and adaptability before and after camp. Camp Jabiru is designed and run by occupational therapists, who provide embedded occupational therapy supports to promote participation in a typical summer camp experience. This study used a one group, pre- test and post- test, quasi-experimental design using retrospective data collected before and after camp held April 2019. Participants were 37 overnight campers at Camp Jabiru, 11 females and 26 males, ages 8-12 years. All campers were identified to have sensory modulation difficulties and/or challenging behavior and most had a primary diagnosis of ASD and secondary diagnosis of ADHD. We assessed playfulness using the Test of Playfulness (ToP) on the first and fourth day of camp and assessed adaptability two-three months before and two-three months after camp using the Behavior Assessment System for Children, Second Edition (BASC-2). We found a significant increase in playfulness and adaptability following participation in Camp Jabiru, but a negative relationship between these constructs. Results indicate that children with sensory modulation difficulties and challenging behavior, engaging in this camp model with embedded occupational therapy supports, experienced increased playfulness and to some extent increased adaptability. Additional research is needed to further understand the benefits of an intensive, outdoor camp model with embedded occupational therapy supports as well as the relationship between playfulness and adaptability.