Department of Occupational Therapy

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These digital collections include theses, dissertations, and faculty publications from the Department of Occupational Therapy.

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Open Access
Girls, boys and a top: gender/environmental differences and a test of playfulness: research version 2
(Colorado State University. Libraries, 1996) Tyler, Rebecca Elin-Geis, author; Bundy, Anita C., advisor; Barrett, Karen Caplovitz, committee member; Short-DeGraff, Peggy, committee member
The effects of gender and the environment on children's playfulness scores using the ToP were examined. Videotapes of 124 children, ages 19 to 118 months were scored by trained raters. One hundred and seven were typically-developing children, seventeen of the children had known disabilities. Results revealed that gender does not appear to be a factor that affects the scores. Also, age does not seem to produce any differences in the scores. However, playfulness scores do appear to differ between the indoor versus the outdoor environment. Six items (Pretends (Ext), Challenges (Ext), Challenges (Int), Exuberance, Plays with Others, and Plays interactively) seem to account for the difference found between the settings. This research suggests that the ToP appears to transcend gender, age and activity. Further research is needed to determine if the ToP in fact, needs to be given in both the indoor and outdoor environments.
Open Access
Do American adults value play and playfulness in children? An exploration of parents' attitudes towards playfulness in their children
(Colorado State University. Libraries, 1996) Pascual, Zennifer Asa, author; Bundy, Anita C., advisor; Barrett, Karen Caplovitz, committee member
The recent trend in American culture grants play and a playful attitude vital places in adult life, and shies away from work as the governing activity of one's life. Previous research, however, found that adults did not value play in their children. This study explored whether American adults' attitudes now support the recent trend recognizing the importance of play and playfulness in children. American parents of preschool children responded to a questionnaire investigating their attitudes towards play and playfulness. Their responses indicated that American adults recognize the value of play for its own sake and can identify the significant individual dimensions that comprise playfulness. Noteworthy was the low valuation parents placed on the sense of humor dimension, for humor is synonymous with playfulness. Discussion on the significance of the results, recommendations for future research, and a review of the history of play, work, and child-rearing attitudes in America are provided.
Open Access
Validity of the AMPS for children and adolescents
(Colorado State University. Libraries, 1996) Poulson, Todd Lars, author; Fisher, Anne G., 1946-, advisor; Fritz, Janet J., 1942-, committee member; Gliner, Jeffrey A., committee member
A vast number of assessments are available for occupational therapists to measure the functional independence of their clients, however, the majority were developed primarily for use with adults and older persons. A scarcity exists of reliable and valid functional assessments of personal activities of daily living (PADL) and instrumental activities of daily living (IADL) for testing children and adolescents. As a result, PADL or IADL assessments designed for use with adults have been applied to the pediatric population, often without being reevaluated for validity or reliability. Unlike most existing tests of PADL or IADL, the Assessment of Motor and Process Skills (AMPS) is unique in that it was designed to be used with school-age children, adolescents, adults, and older persons. The AMPS is a standardized IADL assessment tool used to evaluate a person's functional performance in terms of both motor IADL and process IADL ability. The AMPS was used to evaluate a sample of 162 school-age children and adolescents who had no known diagnosis. Subject goodness-of-fit statistics, generated by the many-faceted Rasch analysis, were examined to determine whether children and adolescents fit the many-faceted Rasch measurement model defined by the AMPS adult calibration sample. Overall findings suggest that school-age children and adolescents demonstrated subject goodness-of-fit to the AMPS process scale, but failed to demonstrate acceptable subject goodness-of-fit to the AMPS motor scale. These findings were supplemented with an analysis of the proportion of individual item ratings that were unexpected or misfit. On both scales, the proportion met our criterion, which was based on a previous analysis of adult well and older well subjects. In addition, we divided the sample into two groups based on age. The comparison of the two groups revealed that for the AMPS motor scale, 88% of misfitting subjects were 8 years of age or younger. This suggests that subjects 8 years of age or younger were more likely to misfit than were subjects 9 years of age or older. Of the 16 AMPS motor skill items only one item, Lifts, was significantly different for children and adolescents than for the AMPS adult calibration sample. However, no meaningful difference was found in young children's subject ability measure, regardless whether the item Lifts was included in the analysis. The results of this study support the use of the AMPS with school-age children and adolescents, although it is important for occupational therapists to be aware that young children may tend to misfit on the AMPS motor scale. In addition, recognizing the lack of valid and reliable assessments of IADL available for children and adolescents, the AMPS meets the need for a standardized evaluation for this population.
Open Access
African American parental values and perceptions toward children's playfulness
(Colorado State University. Libraries, 1997) Porter, Carolyn A., author; Bundy, Anita C., advisor
Since play is the primary occupation of children, and parents have a significant influence in children's lives, it is important to understand the values, beliefs, and childrearing goals of parents in a multicultural society. This study explored the relationship between African American parents' values and beliefs about playfulness and their children's observed playfulness. Forty-seven African American parents from a middle socioeconomic background and their children participated in this study. Observational assessments, the Test of Playfulness (ToP; Bundy, 1997) and the Children's Playfulness Scale (CPS; Barnett, 1990) were used to measure a child's playful approach. Parents completed questionnaires about their children's playfulness (CPS), and their children were observed during free play (ToP). The findings revealed that African American parents shared similar values about playfulness to parents from other cultures. African American parents valued the social and joyful aspects of playfulness highly, whereas items reflecting humor were valued the least. Also, the CPS and ToP are both valid measures of playfulness with African American parents and their children. The results suggested that mothers may be more accurate in judging children's playfulness than fathers. Cultural influences, parental experience, and parents' developmental goals may be contributing factors. Discussion on the significance of the results, recommendations for future research, and a review of African American theoretical conceptions, family characteristics, parental beliefs, and the relationship of play and culture are highlighted.
Open Access
Validity and reliability of a test of environmental supportiveness
(Colorado State University. Libraries, 1997) Harding, Pamela S., author; Bundy, Anita, advisor; Barrett, Karen C., committee member; Hanzlik, Jodie Redditi, committee member
Through playful interactions with people and objects an individual gains valuable knowledge about the world around them. These interactions are also crucial to nurturing play. Research shows the most prominent features of the environment that affect a child's play are--caregivers, playmates (of all ages), objects, and the physical surroundings. The development of a valid way to measure these important features is a crucial step in achieving the knowledge needed to promote play and playfulness. The Test of Environmental Supportiveness (TOES) was designed to provide a comprehensive picture of the environmental features that can affect play. The TOES assesses not just if the features are present but whether or not they are supportive for each child's play. This study investigated the TOES for preliminary validity and inter-rater reliability for use with children 19 to 121 months. The results show promise of both content and construct reliability as well as inter-rater reliability. The TOES was also found to be an easy tool to use requiring no special equipment. Minimal training is needed to score the items.
Open Access
Guatemalan and Nicaraguan children and the test of playfulness
(Colorado State University. Libraries, 1998) Phillips, Heather Ann, author; Bundy, Anita C., advisor; Pressel, Esther, committee member
As play is influenced by culture, culture is influenced by play. Hence, it is important for professionals who work with children from different cultural backgrounds to evaluate play in their young clients. Objective evaluation demands reliable and valid instruments. The purpose of this study was to (a) determine whether the Test of Playfulness (ToP) demonstrates preliminary interrater reliability for Spanish speaking children in Guatemala and Nicaragua; and (b) examine if the ToP demonstrates preliminary construct validity? Specifically, will data from all raters conform to the expectations of the Rasch model even though the raters represent a different socioethnic background? And, will data from at least 95% of the children reflect goodness of fit to the Rasch measurement model? In addition, characteristics of childrearing in Hispanic families, the relationship between play and culture, and the influence of resilience in "at-risk" children are reviewed. Fifteen Guatemalan children with no known disabilities and 15 Nicaraguan children with and without known disabilities participated in this study (16 girls, 14 boys; age range 14 months to 17 years). Goodness of fit statistics generated with Rasch analysis revealed that data from 100% of raters and 97% of participants conformed to the expectations of the Rasch measurement model. Thus, we concluded that the ToP is valid and reliable; that is, the ToP reflects a construct of playfulness that is cross-cultural and it can be given reliably by raters from different socioethnic backgrounds. In addition, the findings revealed several things about Guatemalan and Nicaraguan children's play. (a) The high scores received by many of the children on the ToP suggested these are very playful children (12 of 30 received scores over 1.0). And (b) unexpected ratings on some items may reflect minor cultural variations in playfulness or the effect of raters from different socioethnic backgrounds. Implications and the need for further research are discussed.
Open Access
Occupation and social complexity
(Colorado State University. Libraries, 2007-07) Eakman, Aaron M., author; Routledge, publisher
Applications of complexity science, including dynamic systems and chaos theories, have become ever-present in the social sciences. Diverse academic fields have begun to explore their central constructs from a complexity perspective. Occupational science has also begun to discover complexity science as an explanatory framework to aid in the study of occupation. Theoretical models, principles and empirical findings from a number of scholars of occupation suggest that the tenets of complexity may serve an important role in explicating the nature of occupation. However, applications of complexity science in the field of occupational science have almost exclusively focused on the system level of the human as a dynamic or chaotic system. In this article, I propose that the study of occupation should also be informed by adopting a social complexity perspective. This shift in analytic levels, in part, situates the study of occupation at the nexus of human-to-human interaction. Though a social level of analysis may restrict the attention given to any one individual, the resultant understanding of the manner by which individuals mutually influence each other via occupation would likely extend our views of the form, function and meaning of human occupation.
Open Access
Preliminary reliability of the occupational therapist teacher interaction scale
(Colorado State University. Libraries, 2010) Hottovy, Janine Marie Angello, author; Spencer, Karen C., advisor; Daunhauer, Lisa A., advisor; Barrett, Karen Caplovitz, committee member
This preliminary study sought to identify a reliable means of capturing and rating interactions between occupational therapists (OTs) and teachers according to the dyads' qualities of collaboration. Five OT and teacher dyads were recorded in their authentic environments as participants discussed on-going student needs. Judgment study methodology, including using "thin slice" segments from the videotaped interactions, was employed. A coding scheme was created specific to this study's question and by a panel of judges to code the collaborative characteristics of each dyad's interaction. This coding scheme, the Occupational Therapist Teacher Interaction Scale (OTIS), included 23 items and was divided into three subdomains: OT Interaction Qualities, Teacher Interaction Qualities, and Pair Interaction Qualities. Data was analyzed to determine effective reliability using intraclass correlations. Results showed that all three OTIS subdomains achieved effective reliability with an ICC of greater than .75 and that 18 of the 23 individual items did as well. These findings indicate that judgment methodology and the OTIS are reliable means of capturing and rating collaboration between OTs and teachers. Further research is indicated to assess validity of the findings and begin to correlate collaborative practice with student outcomes.
Open Access
Skills to succeed: a questionnaire developed to measure self-advocacy skills before and after intervention in university students
(Colorado State University. Libraries, 2010) Mohar, Jayne Gonda, author; Schelly, Catherine, advisor; Davies, Patricia, advisor; DiGregorio, Gaye, committee member; Kuk, Linda, committee member
Objective. Diversity of learners attending post-secondary education is increasing, but students from diverse backgrounds including racial/ethnic minorities, first-generation college students, and students with disabilities continue to graduate at lower rates than their peers. Non-academic skills are an important part of student success in postsecondary education, and self-advocacy is a piece of a non-academic skill set that can lead to greater student retention and increased graduation rates. The purpose of this study was to develop a questionnaire to measure self-advocacy skills in university students and to determine the effectiveness of a self-advocacy intervention. Method: A quasi-experimental, mixed design study was used to determine the quality of a questionnaire to identify self-advocacy skills in college sophomores and the effectiveness of the questionnaire to measure the improvement of self-advocacy skills alter receiving a self-advocacy intervention. A diverse group of 36 students in a Learning Community at Colorado State University were given a questionnaire before the start of fall semester 2009. Students received a self-advocacy intervention to target areas of lower performance based on the pre-intervention questionnaire results and were given a follow-up survey at the end of fall semester. Results: Descriptive statistics indicated that half of the 30 Likert scale questions on the self-advocacy questionnaire did not have ceiling effects. Paired r-tests revealed a significant increase in one self-advocacy area and a decrease in two self-advocacy skill areas. When racial/ethnic groups, first-generation students, and students with disabilities were compared, differences were found in how Asian/Pacific Islander and Hispanic/Latino(a) students answered questions regarding self-advocacy skills. Qualitative data analysis further defined sophomore students’ perceived needs and definitions of self-advocacy. Conclusion: Literature supports that sophomore students often report a decrease in self-efficacy related to their academic experience as they measure their ability or chance for academic success. Students reported a need for increasing motivational and academic skills (test taking, studying) as the top areas for needing improvement. In addition to adding control groups, further refinement of the self-advocacy questionnaire and intervention is required in order to effectively measure and target the student identified self-advocacy needs.
Open Access
Effects of universal design for learning instructor training as perceived by students and instructors
(Colorado State University. Libraries, 2010) Colgan, Wendy, author; Davies, Patricia, advisor; Schelly, Cathy, advisor; Gingerich, Karla, committee member
Objective: The number and diversity of students enrolling in higher education is increasing; however, persistence and retention rates are still an area that needs attention. Universal Design for Learning is an approach that helps provide the greatest educational access to all students. Providing education and professional development to educators in this area may prove to be beneficial to all students. Method: This quasi-experimental and mixed method design study, examined the change in the implementation of UDL teaching techniques and strategies in college classrooms after UDL instructor training, as perceived by instructors and students. In addition, student perceptions on what promotes an effective teaching and learning environment were examined. UDL questionnaires were designed, tested, redesigned and refined in the first ACCESS project. The questionnaires were used to measure change after UDL training. In the second ACCESS project, ACCESS II staff worked closely with instructors and students of Psychology 100 courses at Colorado State University. Six instructors teaching nine sections of Psychology 100 agreed to participate in the UDL training. At the beginning and end of the semester a total of 1,164 students enrolled in those nine sections and the instructors were administered the UDL questionnaire. Quantitative as well as qualitative data were collected and analyzed using data analysis software including SPSS 18.0 and Atlas ti 6.0. Results: The results of the t-test demonstrated that students as well as instructors reported a significant increase in the use of UDL strategies and techniques after the UDL training. Students reported a significant increase in their instructors’ use of UDL strategies and techniques after the UDL training on 6 of the 28 questions pertaining to UDL principles. All six of these questions had effect sizes representing small to medium change. Instructors also reported a significant increase in their self-perceptions regarding their use of UDL techniques and strategies after the UDL training on 2 of the 27 questions pertaining to UDL principles. Although they did not reach statistical significance, 13 of 27 questions on the instructors’ questionnaire had effect sizes that represent small to larger than typical change from pre to post UDL training. In addition, valuable insight regarding student perceptions on what promotes an effective teaching and learning environment, such as what engages them, and what helps and hinders their learning were obtained. Conclusion: The results of this research are promising and indicate that even just as few as five one-hour sessions of instructor training in the area of Universal Design for Learning (UDL) may increase the amount of UDL techniques and strategies used in the classroom and enhance the learning experiences of all students. The large effect sizes are promising and indicate meaningful change. In addition, techniques and strategies reported by students, in regards to what promotes an effective teaching and learning environment, align with the three principles of UDL: Multiple means of representation, expression and engagement. The increasingly diverse postsecondary population only increases the urgency to leave traditional teaching strategies behind and take on a new pedagogical approach that embraces diversity.
Open Access
Systematic review of therapeutic interventions in occupational therapy for children with traumatic brain injury
(Colorado State University. Libraries, 2010) Ferland, Erik Richard, author; Sample, Pat, advisor; Greene, David, committee member; Seger, Carol, committee member
Objective: The aim of this study was to conduct a systematic evidence-based search and review of the published literature pertaining to occupational therapy interventions for children with traumatic brain injuries. Data sources: The databases searched included PsychINFO (EBSCOhost), Academic Search Premier (EBSCOhost), CINAHL (EBSCOhost) and PsycARTICLES (EBSCOhost) as well as the reference lists of articles found. Search terms: Whole words included brain, head. Wild card searches included child*, injur*, p?ediat*, rehab*, interven*, traum*, occupation*, therap*. Inclusion criteria for research articles: The participants must be children and youth with traumatic brain injuries (TBI) sustained from birth -2 1 years old; the intervention must be an associated occupational therapy intervention; the study must include between groups designs, with either quasi-experimental or randomized experimental design, and within subject single subject designs. Data interpretation: The author assessed each article against a rubric that looked at the quality various aspects of the study (e.g. design, methods, and outcome variables). Results: The researcher analyzed six articles with a total of 39 children with TBI. Three articles researched restrain therapy, one researched Lycra-based splints, one researched an antecedent behavioral intervention, and one discussed a problem solving intervention for families of children with TBI. Conclusion: The researchers found positive effects for the CIT interventions, the antecedent behavioral intervention and the family problem-solving intervention. The researchers who looked at the Lycra splinting found mixed results that were inconclusive.
Open Access
Reliability of TMS measurements of the motor cortex
(Colorado State University. Libraries, 2010) Causer, Laurie, author; Malcolm, Matt P., advisor; Davies, Patricia, committee member; Seger, Carol A., committee member
BACKGROUND: Transcranial magnetic stimulation (TMS) was introduced in 1985 and has been used to study the human motor system through a variety of applications including single pulse, paired pulse and repetitive pulse stimulation parameters. Paired pulse TMS studies assess motor cortical excitability, in which the first (conditioning) stimulus (CS) modifies the response to the second (test) stimulus (TS) (Maeda, Gangitano, Thall, & Pascual-Leone, 2002). The time between pulses, or the interstimulus interval, is the distinguishing factor between the application of paired pulse TMS to investigate intracortical inhibition (ICI) or intracortical facilitation (ICF). Studies of cortical excitability using paired pulse TMS can provide novel insights into the pathophysiology of various neurological and psychiatric disorders (Maeda, et ah, 2002) and have begun to be utilized as outcome measures to document changes in cortical excitability in response to repetitive TMS. The stability of the muscle responses known as motor evoked potentials (MEPs) elicited in response to paired pulse stimulation has not been well documented in the literature to date. As such, the primary goal of this study was to establish the test-retest reliability of two paired pulse measures of the motor cortex, ICI and ICF, in two muscle representations; first dorsal interossei (FDI) and abductor pollicis brevis (APB). METHODS: Fifteen healthy individuals, age 19-37 years old, participated in two identical testing sessions held exactly one week apart from each other. Four different types of stimulation (CS, TS, 2ms, and 15ms) were delivered over the motor cortex 20 times in a random order. The corresponding MEPs were recorded and their size were documented using two common methods found in the literature; area under the curve and peak to peak amplitude. RESULTS: Reliability was determined using intra-class correlation coefficients (ICCs). Poor reliability was documented in both methods of analysis; whether twenty trials or ten trials were averaged, and even still after normalizing data, with ICCs ranging from (-.508 - .347). CONCLUSION: Additional studies investigating the test-retest reliability of paired pulse measures of the motor cortex need to be conducted to document the stability of MEPs. Potential sources of variation in MEPs size include electrode placement variation, stimulation intensity changes, coil placement variability, state of the overall nervous system, and the state of the individual muscle (contracted/relaxed). Until the reliability of paired pulse stimulation is established, researchers should use caution linking the changes in the size of MEPs in response to paired pulse stimulation to interventions, disease, or other external factors.
Open Access
Activity participation and motivation in Down syndrome
(Colorado State University. Libraries, 2010) Clader, Emily Jo, author; Daunhauer, Lisa, advisor; Fidler, Deborah J., committee member; Wall, Elizabeth, committee member; Wood, Wendy Hower, committee member
This paper examines activity participation, motivational style, and daily living skills in the Down syndrome (DS) behavioral phenotype. Children with DS (n = 26) and mixed-etiology intellectual disability (ID, n = 18) ages 5 - 22 participated. The CBCL was used to assess activity participation, the Reiss Profile MR/DD measured motivational style, and the VABS measured daily living skills. Children with DS were more motivated by independence than children with ID (p = .001). In the DS group, sports participation was negatively associated with pain avoidance (r = -.429) and frustration avoidance (r = -.518) but positively associated with daily living skills (r = .452). Daily living skills were negatively associated with curiosity. Though children with DS were motivated by independence, this was not necessarily related to function. Individuals with DS may need heightened tolerance for frustration and even pain to maintain motivation for physical activity. Implications for intervention are discussed.
Open Access
Convergent validity of the engagement in meaningful activities survey in a college sample
(Colorado State University. Libraries, 2011) Eakman, Aaron M., author; American Occupational Therapy Foundation, publisher
The Engagement in Meaningful Activities Survey (EMAS) (Goldberg, Brintnell, & Goldberg, 2002) demonstrated sufficient psychometric properties in a sample of 122 adults. The EMAS was found to have adequate test-retest (r = .71) and internal consistency (α = .88) reliability; significant positive correlations between the EMAS and the subscales of the Basic Psychological Needs Scale and the Sources of Meaning Profile and negative zero-order correlations were found with short form versions of the Boredom Proneness Scale and the Depression, Anxiety, and Stress Scales. Step-wise multiple regression analysis results showed the Sources of Meaning Profile, Boredom Proneness Scale, and Competence subscale of the Basic Psychological Needs scale best predicted the EMAS. These results lend additional construct validity evidence in support of the EMAS as a brief measure of meaningful activity participation.
Open Access
The test of everyday attention for children: a confirmatory factor analysis approach
(Colorado State University. Libraries, 2011) Passantino, Deborah, author; Davies, Patricia, advisor; Gavin, William, committee member; Diehl, Manfred, committee member
As the incidence of children diagnosed with Autism Spectrum Disorders (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) continues to grow, the need for objective measures of attentional performance is clearly warranted for evaluating attentional differences and guiding intervention. This study examined the multidimensional nature of attention. Previous research suggests that there may be three types of attention: selective attention, control shift attention, and sustained attention. One hundred and eleven children age six to twelve completed the nine subtests of the Test of Everyday Attention for Children (TEA-Ch, Manly, Robertson, Anderson & Nimmo-Smith, 1999). Using a confirmatory factor analysis approach, this study sought to determine whether a three-factor model, as supported in a prior confirmatory factor analysis study with Australian children (Manly, Nimmo-Smith, Watson, Anderson, Turner, & Robertson, 2001), could be replicated with an American sample, or alternatively if a four factor model, with the addition of divided attention, would better explain the covariance structure of this study's data. An additional objective addressed in this study was whether the three-factor model could be improved by using raw scores while taking the effects of age and gender into account compared the three factor model using scaled scores. A two factor model was also explored due to high correlations between the latent factors in the three factor model. Confirmatory factor analysis indicated that a two-factor model using age-scaled scores best explained the covariance structure in this sample's data, χ2 (26, N=111) = 34.65, p = .120, NFI = .79, NNFI = .89, CFI = .92. Whereas, the three-factor model using age-scaled scores was less desirable, χ2 (24, N=111) = 34.63, p = .074, NFI = .79, NNFI = .86, CFI = .91. Although not as strong as some of the comparative fit indices of the Manly et al. (2001) normative study, overall the indices of fit of this study's two-factor model yielded a better solution than the three-factor model. These results suggest that selective attention and control shift attention may not reflect separate constructs of attention as shown in the Manly, et al. (2001) study. Additionally, the use of age-scaled scores in the three-factor model was superior to raw scores with age and gender controlled, χ2 (24, N=111) = 42.07, p = .013, NFI = .71, NNFI = .75, CFI = .83. Furthermore, the four-factor model using age-scaled scores, χ2 (21, N=111) = 34.25, p = .034, NFI = .79, NNFI = .81, CFI = .89 was also less desirable than the two-factor model using age-scaled scores. Because this study confirms the ability to assess multidimensional aspects of attention, the TEA-Ch may be a valuable tool for practitioners and researchers. However, one possible drawback of the TEA-Ch is the hour required for children to complete its nine subtests. A briefer screening tool of the first four subtests of the TEA-Ch is suggested when time constraints arise. However, further analysis is recommended to determine if the four subtests in the TEA-Ch screening tool are optimal. Thus, additional research is needed with respect to shorter multidimensional assessments of attention to inform intervention and consequently improve the quality of life for children with attentional differences.
Open Access
Pediatric traumatic brain injury: investigating factors associated with problematic behaviors
(Colorado State University. Libraries, 2011) Darnell, Holly, author; Sample, Pat L., advisor; Daunhauer, Lisa, committee member; Stallones, Lorann, committee member
Children with traumatic brain injury (TBI) are currently under-identified and under-served in the American school system. The present study investigated factors associated with problematic behaviors including gender, number of head injuries and reported symptoms. Parents of students in grade school (K-12) from three research groups (children with TBI, children with learning disabilities and typically developing children) rated their child's behaviors and symptoms, and provided an injury history using the Brain Check Survey. Contrary to current literature, in the present study boys were not found to have more severe behaviors than girls overall for the TBI group, but rather both genders were rated similarly on behaviors. Analysis between behaviors and number of injuries was not completed as the TBI sample lacked variability in the number of injuries sustained per child. More severe symptoms were correlated with more severe behaviors overall for all three groups, with the TBI group demonstrating the strongest associations and more severely rated behaviors overall. Occupational therapists should consider that girls with a TBI may exhibit behaviors as severe as boys when evaluating children in order to ensure a proper diagnosis. Symptoms associated with behaviors being exhibited in children also should be evaluated and treated, as such interventions may result in improved behaviors.
Open Access
Reliability and structural validity of an assessment of occupational value
(Colorado State University. Libraries, 2011-09) Eakman, Aaron M., author; Eklund, Mona, author; Informa Healthcare, publisher
This study evaluated the psychometric properties of the American English (Am. Eng.) version of the Occupational Value Assessment with predefined items (OVal-pd). The OVal-pd is a 26-item Likert-like questionnaire designed to assess the construct of occupational value as framed within the Value and Meaning in Occupations model (ValMO). Following a translation from the Swedish OVal-pd, 277 randomly selected graduate and undergraduate students from a public university in the northwestern United Stated completed the Am. Eng. OVal-pd. Test-retest and internal consistency reliability coefficients were very good utilizing an improved 22-item version of the OVal-pd. The structural validity of the 22-item Am. Eng. OVap-pd was partly confirmed through exploratory factor analysis. The scale was found to assess a one-dimensional value construct supporting the ValMO model, consisting of components clearly reflective of self-reward and concrete value. Exploratory factor analysis results were equivocal with regard to the symbolic dimension of the ValMO model as assessed by the OVal-pd. Discussion suggests the refinement of both the OVal-pd and ValMO model in the light of present and related empirical findings.
Open Access
Measurement characteristics of the engagement in meaningful activities survey in an age-diverse sample
(Colorado State University. Libraries, 2012) Eakman, Aaron M., author; American Occupational Therapy Association, Inc., publisher
OBJECTIVE. This study evaluated the measurement characteristics of the Engagement in Meaningful Activities Survey (EMAS) in an age-diverse sample. METHOD. The sample included 154 older adults and 122 college students (age range = 18-100 yr). A Rasch-Andrich rating scale model was used to evaluate the EMAS. Analyses addressed rating scale design, person and item fit, item hierarchy, model unidimensionality, and differential item functioning. RESULTS. Category functioning was improved by reducing the EMAS item responses to four categories. Adequate person response validity was established, and all but one EMAS item demonstrated an ideal fit to the Rasch measurement model. After establishing the item hierarchy, I found the EMAS to be a unidimensional measure. Differential item functioning was not detected using Bonferroni-adjusted statistical criteria. CONCLUSION. The results confirm the potential to validly measure subjective qualities of meaningful activity participation. The EMAS can be used to evaluate processes and outcomes central to occupational therapy practice and to aid in the design of therapeutic occupations.
Open Access
Factors affecting the number of students engaged in mental health fieldwork education
(Colorado State University. Libraries, 2012) Thompson, Kelly, author; Eakman, Aaron M., author; Owens, Lisa, author; Routledge, publisher
Fieldwork is essential for training future mental health practitioners. In this study, the authors identified factors predicting the number of students engaged in mental health fieldwork education. Proactive efforts (e.g., setting up structured fieldwork programs), such as offering both Level I and Level II fieldwork experiences, and perceiving no challenge to accepting Level II fieldwork students, predicted greater numbers of students participating in fieldwork. Clinicians who had set up structured fieldwork programs were more likely to have guest lectured in an occupational therapy education program and met with interested students. This is the first study to identify factors that predict participation in mental health fieldwork.
Open Access
Staff satisfaction in a long term care facility undergoing culture change
(Colorado State University. Libraries, 2012) Knight, Kerri Lyn, author; Wood, Wendy, advisor; Sample, Pat, committee member; Vacha-Haase, Tammi, committee member
An instrumental case-study look at perceptions of staff satisfaction at a long-term care facility undergoing the process of implementing culture change reforms was presented. Participants included CNAs, RNs and LPNs, managers, and therapists and therapy aides who participated in homogeneous and heterogeneous forum group discussions. Dissatisfaction was found in the work environment, breakdown of communication, and perceptions of leadership; satisfaction was found in enforcement of accountability, successful communication, suggestions for improvement and meaningful work experiences. The main conclusion was that the opportunities for empowerment are vital to staff members' experience of satisfaction; specifically, supporting staff authority and acknowledging effort, implementing systematic communication, cultivating positive relationships, and implementing staff suggestions to optimizing psychological benefits of the work experience.