Effectiveness of Video Prompting Versus Picture Prompting in Improving Daily Living Skills of Autistic Children.

Importance: Static picture (SP) schedules are an established intervention for children with autism spectrum disorder (ASD), but the use of video modeling (VM) has not been thoroughly investigated.

Objective: To compare the effectiveness of VM prompts versus SP prompts in improving autistic children's independence with daily living skills.

Design: An experimental alternating treatment design.

Feasibility of Implementing a Modified SENSE Program to Increase Positive Sensory Experiences for Preterm Infants in the Neonatal Intensive Care Unit (NICU): A Pilot Study.

Aims: To evaluate the feasibility of implementing the Supporting and Enhancing NICU Sensory Experiences (SENSE) program with adaptations to increase positive sensory exposure for infants born preterm, support neonatal neurodevelopment, and decrease parent stress.

Methods: Eight infants born between 28 and 33 weeks were recruited within one week of birth. Parents, trained in the program, delivered the SENSE protocol.

Phenomenological Study of the Transition Process for Adolescents With Intellectual and Developmental Disabilities.

Importance: Occupational therapy practitioners should understand the barriers faced by young adults with intellectual and developmental disabilities (IDD) who are attempting a successful transition to postsecondary work, higher education, community and social activities, and living opportunities so they can better advocate for them and tailor their involvement in the transition process.

Objective: To explore the lived experience of parents of adolescents with IDD participating in the transition process.

Design: Phenomenological design.

Bringing Interprofessional Case-Based Learning into the Classroom for Occupational Therapy and Speech-Language Pathology Students.

Instructors are increasingly integrating interprofessional education (IPE) activities into academic programs to address curricular demands. IPE aims to increase the quality of collaborative services provided to patients. This article describes a case-based IPE activity designed for occupational therapy and speech-language pathology graduate students.

Impact of Student Response Systems on Initial Learning and Retention of Course Content in Health Sciences Students.

Objective: To assess student learning in two intervention courses when using a student response system (SRS) in combination with content quizzes (CQ) as a teaching/ learning strategy.

Methods: A within-subject design was used to evaluate the effectiveness of SRS use in combination with CQ on initial learning and retention of course content across two health science graduate-level courses. Thirty-three graduate students were enrolled in each course, and 24 participated in the study.

Using a Guided Journal Club as a Teaching Strategy to Enhance Learning Skills for Evidence-Based Practice.

Journal clubs are used in both clinical and academic settings in order for clinicians and students to utilize current best-practices, become competent in evidence based practice and develop critical appraisal skills. Journal clubs encourage students to practice searching for relevant research, critically appraising articles, and contributing to open discussions with peers. Establishing the practice of reading and critiquing literature in the classroom can enable the creation of a habit of using current evidence when students enter practice.

Student Response Systems and Learning: Perceptions of the Student.

To assess student perception of learning and use of a student response system (SRS) as a teaching/learning strategy. Survey methods were used to explore student perceptions of learning and use of student response systems as a pedagogical strategy. Fifty-nine graduate students participated in the survey post completion of two graduate intervention courses.

An experiential learning lab embedded in a didactic course: outcomes from a pediatric intervention course.

ABSTRACT This paper examines the outcomes of an experiential learning lab embedded in a didactic course. Program evaluation results were derived from student surveys and reflective journaling. The outcomes indicate that students valued the opportunity for experiential learning citing the primary benefits as the opportunity to, apply and manipulate knowledge, build clinical reasoning skills, and develop the professional skills to engage in and effectively manage an intervention session.

Moving the classroom to the clinic: the experiences of occupational therapy students during a "living lab".

This paper describes an experiential learning lab which emerged from designing a "living lab" that was embedded into an intervention course. The lab resulted in a teaching-learning experience that provided students with consistent opportunity to engage in clinical application of theory with feedback from peers and professionals. Results of a qualitative program evaluation indicated that this experience had a positive effect on the professional growth and development of the students and increased their ability to apply clinical reasoning skills.

The good beginnings clinic: an interdisciplinary collaboration.

The purpose of this paper is to present the development, implementation and outcomes of an interdisciplinary clinic that models "best practices" in pediatric occupational therapy and speech language pathology. The collaborative process is presented through the use of a case example as well as information about the program's logistics, benefits, limitations and future goals.