Interventions Within the Scope of Occupational Therapy to Improve Children's Academic Participation: A Systematic Review.

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.

Determining the Internal Validity of the Inventory of Reading Occupations: An Assessment Tool of Children's Reading Participation.

The Inventory of Reading Occupations (IRO) is an assessment tool of children's reading participation. In this study, we used Rasch methods to determine the internal validity of the IRO. Participants included 192 typical and struggling readers from kindergarten to third grade from five different states in the United States.

Test-retest reliability of Family L.I.F.E. (Looking Into Family Experiences): an occupation-based assessment.

OBJECTIVE. We examined the test-retest reliability of Family L.I.

Behavioral States of children with severe disabilities in the multisensory environment.

The purpose of this study was to examine the behavioral states of individual children for evidence of responsiveness within and without a multisensory environment (MSE). Three children in the age range of 3-10 years with severe multiple disabilities participated in the study. A single-system ABAB design was used.

Comparison of cursive handwriting instruction programs among students without identified problems.

The purpose of this study was to compare the effects of cursive handwriting programs in improving letter legibility and form in third-grade students without identified handwriting problems. Four months into the school year, cursive handwriting was assessed for a sample of convenience of 50 third-grade students. Subsequently, students received instruction for 10-15 minutes daily for 6 weeks using either Handwriting without Tears, Loops and Other Groups programs, or, as a control condition, continued instruction in the Zaner-Bloser program.

Sensory integration and therapeutic riding at summer camp: occupational performance outcomes.

Occupational performance outcomes from a summer camp for children with sensory modulation disorder were examined. Sensory integration based programming was incorporated into a one week summer day camp that featured therapeutic riding. Using a modified interview format, the Canadian Occupational Performance Measure (COPM) was administered to camp participants and their families two weeks prior to and one week after camp.

Implicit learning in children with and without developmental coordination disorder.

Objective: The ability to use perceptual cues within the environment to guide movement accurately can be acquired implicitly in that skill may increase while the learner is not consciously aware of what cues are being used. In this study, the implicit learning capabilities of children with and without developmental coordination disorder were compared.

Method: Twenty-two children (11 with developmental coordination disorder, 11 without the disorder) played a computer game where they "caught" a descending ball image with a paddle on the screen.