Over fifteen weeks, students received one-to-one sensory integration therapy twice a week, for 30 minutes each, plus a ten-minute weekly consultation between their occupational therapist and their teacher.
The dependent variables, functional regulation and active participation, were the focus of weekly data collection. Before and after the intervention period, the Short Child Occupational Profile and the Behavior Assessment System for Children, Third Edition, were utilized. Goal attainment scaling was evaluated, post-intervention, using semi-structured interviews with the teachers and participants.
All three students experienced notable advancements in functional regulation and active class participation during the intervention, as quantifiably shown by a 2-SD band method or celeration line analysis. All the additional actions led to a positive progression.
The efficacy of sensory integration interventions, coupled with consultations within the educational environment, may contribute to improved school performance and participation among children exhibiting sensory integration and processing challenges. This study highlights a service delivery model for schools rooted in evidence. It targets students whose sensory processing and integration difficulties disrupt occupational engagement and go unaddressed by embedded supports, leading to improved functional regulation and active participation.
The integration of sensory intervention, alongside consultation within the educational framework, can demonstrably improve school performance and participation for children experiencing difficulties with sensory integration and processing. A study's findings offer a data-backed model for school-based service delivery aimed at improving functional regulation and active participation among students facing sensory integration and processing challenges. These challenges, often hindering occupational engagement, are not effectively managed by current embedded support systems.
Participation in substantial occupations fosters both a good quality of life and well-being. Because autistic children's quality of life is frequently lower than that of their non-autistic counterparts, a key focus should be understanding the factors impeding their involvement.
To establish the indicators of participation challenges in a vast autistic child data set to better direct professionals in the selection of intervention targets.
A cross-sectional, retrospective study, leveraging a large dataset, investigated the relationships between home life, friendships, classroom learning, and leisure activities using multivariate regression.
The 2011 Survey of Pathways to Diagnosis and Services data set.
In this study, parents or caregivers of 834 autistic children diagnosed with co-occurring intellectual disability (ID), and 227 autistic children without intellectual disability (ID) are included.
In occupational therapy practice, participation is most strongly correlated with sensory processing, emotional regulation, behavioral variables, and social variables. Our outcomes concur with those of previous, smaller studies, underscoring the importance of client-centric approaches to occupational therapy in relation to these crucial areas.
Interventions for autistic children, designed to address sensory processing, emotional regulation, behavioral skills, and social skills, can promote their neurological processing and subsequently increase their participation in home life, friendships, classroom learning, and leisure activities. This article's findings advocate for occupational therapy programs to prioritize sensory processing and social skill development, thereby increasing the participation of autistic children in activities, regardless of any intellectual differences. Support for emotional regulation and behavioral skills can be achieved via interventions that enhance cognitive flexibility. The identity-first language, 'autistic people', is used throughout this article. This non-ableist language, thoughtfully selected, details their strengths and abilities as a conscious act. This language, finding favor with autistic communities and self-advocates, has subsequently been adopted by health care professionals and researchers, as documented in the publications by Bottema-Beutel et al. (2021) and Kenny et al. (2016).
Interventions aimed at sensory processing, emotional regulation, behavioral skills, and social skills, designed to address the underlying neurological processing of autistic children, are key to supporting their involvement in home life, friendships, classroom learning, and leisure activities. This article's results suggest a need for occupational therapy interventions for autistic children, with or without intellectual disability, to concentrate on sensory processing and social skills in order to encourage participation in activities. Emotional regulation and behavioral skills are potentially improved by interventions that target cognitive flexibility. This article employs the identity-first terminology of 'autistic people'. This deliberate selection of a non-ableist language describes their strengths and abilities. Health care professionals and researchers have integrated this language, which is favored by autistic communities and self-advocates, as cited in numerous studies (Bottema-Beutel et al., 2021; Kenny et al., 2016).
Given the rising numbers of autistic adults and their persistent need for various types of support, understanding the functions of their caregivers is essential.
To explore the roles of caregivers in aiding autistic adults, what specific activities and responsibilities are crucial for effective support?
Employing a descriptive and qualitative methodology, the study explored the topic. Caregivers' interviews were conducted in two stages. Data analyses, which included narrative extraction and a multi-step coding process, identified three principal themes concerning caregiving.
Thirty-one caregivers attend to the needs of autistic adults.
A study of caregiving uncovered three major themes regarding caregiver roles: (1) the fulfillment of daily living requirements, (2) the acquisition of services and support, and (3) the provision of unnoticed support. Within each theme, there existed three sub-themes. Autistic adults, irrespective of their age, gender, adaptive behavior scores, employment, or living situation, enacted the prescribed roles.
To ensure their autistic adult's participation in meaningful occupations, caregivers fulfilled a variety of roles. Bezafibrate mouse Occupational therapy provides multifaceted support for autistic people throughout their lifespan, addressing daily living, leisure activities, and executive functions, thereby minimizing the reliance on caregiving or other external support. Caregivers can be assisted in managing present responsibilities and planning for future prospects. This study's descriptions portray the nuanced demands of caregiving for adults with autism. Occupational therapy practitioners, recognizing the diverse roles of caregivers, can furnish services that aid both autistic individuals and their supporting caretakers. The use of person-first language versus identity-first language is a subject of considerable dispute, and we acknowledge this. For two key reasons, we've opted for identity-first language. Autistic individuals, as exemplified in research, such as Botha et al. (2021), overwhelmingly disfavor the label 'person with autism'. During our interviews, the majority of participants favored the term 'autistic' in the second phase of data collection.
The autistic adult's meaningful occupational engagement was supported by the many roles undertaken by their caregivers. Occupational therapy aids autistic individuals across the entire lifespan, addressing practical daily tasks, recreational activities, and organizational skills, thus diminishing the need for caregiving and external services. The support they provide to caregivers also encompasses their current and future responsibilities. This study's contribution is to present illustrative descriptions that reveal the intricate nature of caregiving for autistic adults. Caregivers' varied roles are understood by occupational therapists, enabling services to assist both autistic people and their caretakers. A statement of positionality acknowledges the ongoing discussion surrounding the use of person-first versus identity-first language. Our utilization of identity-first language is motivated by two essential reasons. Research suggests that the term 'person with autism' is the least favored descriptor among autistic individuals (e.g., Botha et al., 2021). During the interview process, the second observation was the common use of “autistic” by our participants.
Hydrophilic nanoparticles (NPs) are predicted to exhibit improved stability in aqueous environments due to the adsorption of nonionic surfactants. Nonionic surfactants' bulk phase behavior in aqueous solutions is salinity- and temperature-dependent, yet the effects of these solvent properties on surfactant adsorption and self-assembly onto nanoparticles are poorly understood. To probe the effects of salinity and temperature, we integrate adsorption isotherms, dispersion transmittance, and small-angle neutron scattering (SANS) to investigate the adsorption of pentaethylene glycol monododecyl ether (C12E5) surfactant on silica nanoparticles. Bezafibrate mouse Surfactant adsorption onto nanoparticles exhibits a pronounced augmentation with escalating temperature and salinity levels. Bezafibrate mouse Through SANS measurements and computational reverse-engineering analysis of scattering experiments (CREASE), we demonstrate that elevated salinity and temperature cause silica NPs to aggregate. Elevating temperature and salinity results in non-monotonic viscosity changes for the C12E5-silica NP mixture, which we further analyze and connect to the aggregated state of the nanoparticles. This study provides a fundamental comprehension of how surfactant-coated NPs configure and undergo phase transitions, alongside a proposed strategy for altering the viscosity of such dispersions through thermal manipulation.