TY - JOUR
T1 - Interventions within the scope of occupational therapy to improve Children's academic participation
T2 - A systematic review
AU - Grajo, Lenin C.
AU - Candler, Catherine
AU - Sarafian, Amanda
N1 - Funding Information:
This project was funded by the American Occupational Therapy Association (AOTA). Sincere gratitude to Deborah Lieberman, Elizabeth Hunter, and Marian Arbesman of the AOTA Evidence-Based Practice Project for their support, assistance, and leadership in this project.
Funding Information:
This systematic review was supported and funded by AOTA as part of its Evidence-Based Practice Project. The search terms and search strategy were developed by an AOTA staff member and research methodologist, a medical librarian, and an advisory group (Table 1). Searches were conducted of the MEDLINE, PsycINFO, CINAHL, OTseeker, and Cochrane databases. The initial search returned 89,461 results with dates ranging from 2000 to 2017. After initial review and screening by the AOTA research methodologist, the authors screened 5,310 results for inclusion in the systematic reviews. Hand searching located an additional 12 articles for further screening. Articles were critically appraised using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (Moher et al., 2009).
Publisher Copyright:
© 2020 American Occupational Therapy Association, Inc. All rights reserved.
PY - 2020/4
Y1 - 2020/4
N2 - Importance: Occupational therapy practitioners evaluate students' ability to participate in school and may provide services to improve learning, academic performance, and participation. Objective: To examine the effectiveness of interventions within the scope of occupational therapy practice to improve academic participation of children and youth ages 5-21 yr. Data Sources: We searched MEDLINE, PsycINFO, CINAHL, OTseeker, and Cochrane databases for articles published from 2000 to 2017 using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Study Selection and Data Collection: Within the scope of occupational therapy practice and focused on children ages 5-21 yr. Findings: Forty-six studies were included, based on three themes: (1) interventions to support participation and learning in the classroom; (2) interventions to support motivation and participation in literacy, including combined reading, written expression, and comprehension; and (3) interventions to support handwriting. Low strength of evidence supports the use of weighted vests and stability balls, and moderate strength of evidence supports the use of yoga to enhance educational participation. Moderate strength of evidence supports the use of creative activities, parent-mediated interventions, and peer-supported interventions to enhance literacy participation. Strong evidence supports therapeutic practice for handwriting intervention, and low strength of evidence supports various handwriting programs as replacement or additional instructional strategies to enhance handwriting abilities. Conclusions and Relevance: More rigorous studies are needed that are conducted by occupational therapy practitioners in school-based settings and that use measures of participation and academic outcomes. What This Article Adds: This systematic review provides occupational therapy practitioners with evidence on the use of activity-based and occupation-centered interventions to increase children's participation and learning in school.
AB - Importance: Occupational therapy practitioners evaluate students' ability to participate in school and may provide services to improve learning, academic performance, and participation. Objective: To examine the effectiveness of interventions within the scope of occupational therapy practice to improve academic participation of children and youth ages 5-21 yr. Data Sources: We searched MEDLINE, PsycINFO, CINAHL, OTseeker, and Cochrane databases for articles published from 2000 to 2017 using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Study Selection and Data Collection: Within the scope of occupational therapy practice and focused on children ages 5-21 yr. Findings: Forty-six studies were included, based on three themes: (1) interventions to support participation and learning in the classroom; (2) interventions to support motivation and participation in literacy, including combined reading, written expression, and comprehension; and (3) interventions to support handwriting. Low strength of evidence supports the use of weighted vests and stability balls, and moderate strength of evidence supports the use of yoga to enhance educational participation. Moderate strength of evidence supports the use of creative activities, parent-mediated interventions, and peer-supported interventions to enhance literacy participation. Strong evidence supports therapeutic practice for handwriting intervention, and low strength of evidence supports various handwriting programs as replacement or additional instructional strategies to enhance handwriting abilities. Conclusions and Relevance: More rigorous studies are needed that are conducted by occupational therapy practitioners in school-based settings and that use measures of participation and academic outcomes. What This Article Adds: This systematic review provides occupational therapy practitioners with evidence on the use of activity-based and occupation-centered interventions to increase children's participation and learning in school.
UR - http://www.scopus.com/inward/record.url?scp=85082266842&partnerID=8YFLogxK
U2 - 10.5014/ajot.2020.039016
DO - 10.5014/ajot.2020.039016
M3 - Review article
C2 - 32204774
AN - SCOPUS:85082266842
SN - 0272-9490
VL - 74
JO - American Journal of Occupational Therapy
JF - American Journal of Occupational Therapy
IS - 2
M1 - 2760302
ER -