This investigation studied the impact of registered therapy dogs assigned to students in order to improve reading skills. The purpose of this study was to determine if children assigned to registered therapy dogs improve significantly in reading achievement and related school performance such as attendance and discipline when compared to students of similar characteristics not assigned to registered therapy dogs. Specifically, the study used data to ascertain whether students assigned to registered therapy dogs improved their reading skills and if these students demonstrated more or less growth than students of similar characteristics not assigned to registered therapy dogs. This study analyzed data from the Canine Assisted Reading Education (C.A.R.E. to Read) program, data collected from the teacher responses to the C.A.R.E. to Read Teacher Questionnaire, and data provided by Brevard Public School District. Repeated measures analyses and descriptive statistics clearly revealed that students assigned to registered therapy dogs demonstrated more reading growth than their peers who were not assigned to registered therapy dogs. Additionally, students assigned to the registered therapy dogs had a more positive attitude toward schoolwork, were more willing to participate in classroom activities, were more successful with higher level thinking skills, and were more self-confident after being assigned to the registered therapy dogs. Recommendations were made to address teacher training concerning classroom environment, higher level thinking skills, and identifying hesitant and resistant learners. Recommendations also were made for additional research on other uses for registered therapy dogs in the educational setting.

Students with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic performance with these students. This systematic review examined the literature to identify research-based effective interventions for students with EBD served in general education settings. Studies included in this review had to meet the following criteria: research sample includes students identified with EBD as their primary disability who are being educated full time in general education settings; description of intervention and implementation are thorough enough to allow replication; documented relationship between intervention and academic performance is clearly established; and data documenting intervention effect is provided. The focus of interventions for students with EBD is too often only on controlling behavior, whereas this review focused on improving academics. Studies not meeting these criteria were excluded from the review. These inclusion and exclusion criteria were necessary to identify studies relevant to current practice of inclusion, as well as to provide information to educators on interventions having an effect on academic performance. Five studies met all inclusion criteria. Effective interventions included: writing instruction, discovery teaching, teacher modeling, cross-age tutoring, and guided notes. Nineteen studies met all inclusion criteria except setting, with intervention and data collection performed in self-contained special education classrooms. These studies suggest that peer-tutoring and self-management interventions may also be effective if introduced into general education classrooms. The study concludes by suggesting specific methodological criteria needed for future research in this area.

Syftet med studien var att undersöka vilka arbetsterapeutiska interventioner som genomförs för barn och ungdomar i skolan. Metoden som användes var en kvalitativ metod där sju yrkesverksamma arbetsterapeuter anställda på skola och barn- och ungdomshabiliteringen intervjuades utifrån en semistrukturerad intervjuguide för att ta del av deras erfarenheter. Ett strategiskt samt snöbollsurval användes vid rekrytering av deltagare. Vid dataanalys av det insamlade materialet användes en kvalitativ innehållsanalys. Resultat visade att arbetsterapeutiska interventioner i skolmiljö är mångsidiga och möjliggör ökad självständighet och delaktighet för barn i svenska skolor. Det framkom tydligt hur arbetsterapeuternas klientcentrerade arbete och helhetssyn gällande människan resulterade i interventioner utifrån varje elevs unika förutsättningar. Resultatet visade att interventionerna både skulle underlätta skolgången och förbereda eleverna inför vuxenlivet. Fyra teman med underteman identifierades: Balans i aktivitetsmönster: Främja välmående i och utanför skolan. Miljöanpassning: Möjliggöra delaktighet och tillgodogöra sig undervisningen i skolans lokaler. Hjälpmedel (underteman: kognitiva och sensoriska): Ökad självständighet under lektion och vid förflyttning. Handledning av personal: Förmedling av kunskap till skolpersonal om hur miljön kan anpassas och kompenseras för att öka elevens förutsättningar till lärande och utveckling. Slutsatsen av resultatet visade hur arbetsterapeuters arbete i skolan bidrog till ökad delaktighet och självständighet i aktivitet för både den enskilda eleven på gruppnivå vilket visade att den arbetsterapeutiska kompetensen är applicerbar i skolans verksamhet. Denna studie bekräftade att det finns ett behov av ytterligare forskning för att förstärka värdet av arbetsterapeutens bidrag inom detta område. / The purpose of the study was to investigate which occupational therapy interventions are carried out for children and young people in school. The method used was a qualitative method where seven occupational therapists in school and child- and youth habilitation were interviewed based on a semi-structured interview guide to share their experiences. A strategic selection and snowball sampling was used when recruiting participants. In data analysis of the collected material, a qualitative content analysis was used. Results showed that occupational therapy interventions in the school environment are versatile and enable increased independence and participation for children in Swedish schools. It became clear how the occupational therapists' client-centered work and holistic view of the human being resulted in interventions based on each student's unique situation. The results showed that the interventions would both facilitate schooling and prepare students for adulthood. Four themes with sub-themes were identified: Balance in activity patterns: Promoting well-being in and out of school. Environmental adaptation: Enable participation and assimilate the teaching in the school premises. Aids (sub-themes: cognitive and sensory): Increased independence during lesson and when moving. Coaching of staff: Dissemination of knowledge to school staff on how the environment can be adapted and compensated to increase the student's conditions for learning and development. The conclusion of the result showed how occupational therapists' work in the school contributed to increased participation and independence in activity for both the individual student at group level, which showed that the occupational therapy competence is applicable in the school's activities. This study confirmed that there is a need for further research to reinforce the value of the occupational therapist's contribution in this area.

Syftet med litteraturstudien var att systematiskt granska studier och sammanställa arbetsterapeutiska interventioners effekt på hjärntrötthet till följd av multipel skleros. Datainsamling gjordes i databaserna PubMed, CINAHL, MEDLINE och Scopus via Luleå Tekniska Universitet under perioden februari till mars 2022. Sökningen resulterade i att totalt nio kvantitativa artiklar inkluderades i litteraturstudien. Resultatet redovisas i tre kategorier;Gruppbaserade interventioner som bygger på Fatigue Management av Packer et al. (1995),Individuella interventioner som bygger på Fatigue Management av Packer et al. (1995) samt Andra arbetsterapeutiska gruppinterventioner. Effekten av de arbetsterapeutiska interventionerna varierade, däremot uppmättes till största del positiva effekter på olika aspekter av hjärntröttheten hos deltagarna. Slutsatsen är att det finns ett behov av fortsatt utveckling avbedömningsinstrument och att studier med större antal deltagare och utökad uppföljning behövs, för att kunna stärka det vetenskapliga underlaget gällande arbetsterapeutiska interventioners effekt på hjärntrötthet till följd av multipel skleros. / The purpose of the literature study was to systematically review studies and compile effects of occupational therapy interventions on fatigue due to multiple sclerosis. Data collection was done in the databases PubMed, CINAHL, MEDLINE and Scopus via Luleå University ofTechnology during the period February to March 2022. The search resulted in a total of nine quantitative articles being included in the literature study. The results are reported in three categories; Group-based interventions based on Fatigue Management by Packer et al. (1995),Individual interventions based on Fatigue Management by Packer et al. (1995) and Otheroccupational therapy group interventions. The effect of the occupational therapy interventionsvaried, however, for the most part positive effects were measured on different aspects of fatiguein the participants. The authors' conclusion is that there is a need for continued development ofassessment instruments and that studies with a larger number of participants and increasedfollow-up are needed, in order to be able to strengthen the scientific basis regarding the effectof occupational therapy interventions on fatigue due to multiple sclerosis.

Many schools advocate for addressing the diverse needs of students through a multi-tiered model of prevention and intervention known as the Multi-Tiered System of Supports (MTSS) framework. This framework often incorporates the use of universal screening to obtain data concerning students' academic and/or social-emotional and behavioral needs. School teams are expected to design and implement tiered strategies in response to data concerning students' social-emotional needs; this can be a challenging facet of MTSS. To aid in this endeavor, this qualitative study elicited school psychologists' recommendations for (a) tiered interventions that target secondary students' social-emotional competency needs and (b) professional learning opportunities that may be helpful in responding to the data from a district-designed social-emotional competency survey. Participants included 15 school psychologists from a school district in a northwestern state in the United States. Two focus groups were conducted using a video conferencing online platform. Focus group transcripts were used to identify emergent themes that were relevant to the purpose of the research. Four primary themes were identified as being important in designing, implementing, and meeting secondary students' social-emotional competency needs: (a) instruction, practice, and reinforcement in each social-emotional skill; (b) the building of staff-student and student-student relationships; (c) staff efforts being consistent, integrated, simple, and unified; and (d) adaptation of fundamental interventions by tier and social-emotional skill. To date, it is believed that school psychologists' ideas concerning tiered social-emotional interventions in response to data are not a part of the extant literature. The findings of this study build upon the current literature concerning the importance of collaboration, prioritization, alignment, explicit instruction, and professional learning opportunities in addressing students' social-emotional needs, suggesting that school psychologists are familiar with and apply current, verifiable research to their practice. The results of this study can aid school and district teams in designing, implementing, and meeting secondary students' social-emotional competency needs.

Second-generation immigrant children in Sweden, especially those of non-European heritage, find themselves entangled in a web of social exclusion. Against the backdrop of escalating disparities between social strata, and a conspicuous failure in the integration of immigrants, the study explores this matter in depth. With a focus on Rapatac, a Swedish non-governmental organisation, the study delves into three critical dimensions: 1) the manifestations of social exclusion experienced by these children, 2) the interventions employed to combat these outcomes, and 3) the indicators that gauge the efficacy of these efforts. A qualitative methodology was employed, based on semi-structured interviews with Rapatac staff members, document analysis, and a thematic analysis. These laid bare four forms of social exclusion faced by second-generation immigrant children: educational disparities, psychological exclusion, neighbourhood exclusion, and the intricacies of normative integration. In response to these challenges, educational interventions, skill development initiatives, community engagement endeavours, and mentorship and support programmes collectively form Rapatac’s arsenal to counteract the consequences of social exclusion. Measuring the impact of these interventions revealed that the attendance records of both school and Rapatac, and academic performance, emerged as pivotal barometers of progress. Also, a surge in collaborations, funding, and volunteerism at both the organisational and individual levels testify to the recognition of Rapatac’s influence on numerous communities. Consequently, the study validates the relativity, agency, and dynamic nature inherent in social exclusion research.

Bakgrund Sömnkvalitet är betydande för livskvalitet. Sömnbrist leder till att kroppen inte fungerar optimalt. Äldre personer som bor på särskilt boende riskerar att utsättas för försämrad sömnkvalitet. Ofta behandlas sömnsvårigheter med sömnläkemedel, vilket kan skapa negativa biverkningar. Omvårdnadens centrala mål är hälsa, välbefinnande och livskvalitet. Sjuksköterskan ansvar för bedömning av omvårdnadsåtgärder. Att identifiera samt utveckla individuella och förebyggande icke- farmakologiska omvårdnadsåtgärder är viktigt för att skapa förutsättningar att förbättra sömnkvaliteten hos äldre. Syfte Syftet med litteraturöversikten är att beskriva omvårdnadsåtgärder som främjar sömnkvalitet hos äldre på särskilt boende. Metod Denna litteraturöversikt utfördes med inslag av den metodologi som används vid systematiska litteraturstudier baserat på 15 vetenskapliga originalartiklar från databaserna CINAHL och PubMed.  Resultat Litteraturöversiktens resultat visar att främjande omvårdnadsåtgärder som fysisk aktivitet, socialt samspel, minskade depressiva symtom samt sensorisk stimuli har positiva effekter på äldres sömnkvalitet. Sjuksköterskan är viktig när det gäller att ge handledning och stöd i det sömnfrämjande arbetet. Slutsats Omvårdnadsåtgärder som identifierades och som visade sig kunna förbättra sömnkvalitet är fysisk aktivitet, socialt samspel, sensorisk stimuli samt åtgärder för att minska depressiva symtom. Sjuksköterskan har ett ansvar att handleda i team samt ge stöd utifrån ett personcentrerat förhållningssätt. / Background Quality of sleep is significant for quality of life. With lack of sleep, the body does not function optimally. Older people living in nursing homes are exposed to impaired sleepquality. Often, insomnia is treated with sleep medications, which can contribute to negative side effects. The central goals of nursing are health, well-being, and quality of life. The nurse is responsible for the assessment of nursing interventions. To identify and develop individual and preventive non pharmacological nursing interventions to create conditions to improve the quality of sleep in the elderly are important. Aim The aim of the literature review was to describe nursing interventions that promote sleepquality in elderly people living in nursing homes. Method This literature reviews were conducted with elements of the methodology used in systematic literature reviews based on 15 original scientific articles from the databases CINAHL and PubMed. Results The results of this literature review show that promoting nursing interventions such as physical activity, social interaction, reduced depressive symptoms and sensory stimuli have positive effects on the sleep quality of the elderly. The nurse is important when it comes to providing guidance and support in the sleep promotion work. Conclusions Nursing interventions that were identified and that were shown to improve sleep qualityare physical activity, social interaction, sensory stimuli as well as measures to reduce depressive symptoms. The nurse has a responsibility to supervise in teams and provide support based on a person-centered approach.

BACKGROUND: One of the most recurrent complaints after total joint replacement is difficulty sleeping. Sleep disturbance after major surgery is common. The “stress response” to surgery, personal factors and environmental factors can affect quality and quantity of sleep in the hospital setting. Occupational therapy intervention for individuals that have problems with function as a result of sleep insufficiency is an emerging practice area. However, there are few occupational therapy practitioners who have addressed the important occupation of sleep in acute care settings. There is a need to develop science-driven research and establish evidence to support acute care occupational therapy interventions that address sleep hygiene, a set of behavioral and environmental practices designed to improve both quality and quantity of sleep. In response to this need, the author designed and carried out a non- randomized controlled study to evaluate the effectiveness of a non-pharmacological occupational therapy intervention to improve quality and quantity of clients’ sleep in a fast track joint replacement center. OBJECTIVE: In the author’s study, the aim was to compare sleep quality, sleep quantity, and activities of daily living (ADL) performance before and after fast track total joint replacement surgery for clients who received an occupational therapy intervention targeted at improving sleep hygiene, in addition to conventional acute care occupational therapy, compared to those that received only conventional acute care occupational therapy. The project focused on 1) identifying evidence-based literature to support the benefit of non-pharmacological interventions for joint replacement surgery clients, 2) designing a program that represented best practice while incorporating the holistic and occupation-based theoretical base of occupational therapy, 3) implementing the program, 4) conducting summative program evaluation, and 5) developing a dissemination plan and implementation budget. RESULTS: There were no initial significant differences between the control and experimental groups. The quality of sleep in the experimental group at discharge was significantly better than in the controls and this group reported significantly improved quality of sleep at discharge compared to 2 weeks before surgery. At discharge the experimental group reported significantly longer sleep duration compared to the control group and the increase in duration from 2 weeks before surgery to discharge was significant. CONCLUSION: The results of this study demonstrated that improvement in sleep quality and quantity can be achieved in clients undergoing fast track joint replacement surgery who receive an occupation-based intervention that incorporates implementation of sleep hygiene practices. Moreover the change appears to persist after the client returns home. More research examining the effectiveness of this intervention with other surgical populations and the persistence of learned sleep hygiene practices over time after hospital discharge are warranted. / 2018-11-07T00:00:00Z

INTRODUCTION: This Capstone project provided preliminary data on the OT Feeding Outcome Tool and general data on outcomes of feeding interventions at Children’s Specialized Hospital. The OT Feeding Outcome Tool is an internally developed and utilized tool to assess a wide range of pediatric feeding difficulties, regardless of diagnosis and intervention. THEORETICAL PERSPECTIVE: Sensory Integration and Behaviorism were the major theoretical frameworks. DESCRIPTION OF DOCTORAL CAPSTONE: A literature review, focus groups, interviews, chart audits, an online questionnaire and clinical participation and observation provided quantitative and qualitative data on the current state of the literature, barriers to implementation and outcomes of children who have received feeding therapy at Children’s Specialized Hospital. RESULTS: The majority of pediatric feeding assessments are based in behavioral theory and interventions and fail to capture the multi-faceted etiologies and intervention approaches that are seen in practice. Data analyses revealed children who receive feeding therapy at Children’s Specialized Hospital, regardless of diagnosis or intervention, have positive responses recorded by the OT Feeding Outcome Tool. Major barriers to tool implementation were logistical challenges, forgetting and lack of competency. Most effective education methods of the tool were discussion with colleagues, staff meeting and an education presentation. CONCLUSION: There is a significant lack of feeding assessment tools for pediatric populations in the literature, and specifically a lack of evaluations that incorporate an occupational therapy and sensory integration lens. The OT Feeding Outcome Tool is a promising assessment tool for the evaluation of feeding difficulties in pediatric populations.

Occupational stress among university and college faculty has significantly increased over the past decade. Employee wellness programs aim to reduce work-related stress through a class of evidence-based activities known as Stress Management Interventions (SMIs). During the COVID-19 pandemic, new challenges in the daily work of academics have simultaneously exacerbated stressful working conditions and exposed shortcomings in traditional face-to-face stress management interventions. Due to time constraints, cost, low scalability, and a high access threshold, the implementation of SMIs on campuses falls short of a national goal set by the United States Department of Health (2010). In addition, existing SMIs are underutilized (Heber et al., 2017). There is a substantial need for more broad-based attention to the health and wellness of university/college faculty, and with the accelerated adoption of work-from-home policies there are calls for the development of internet-based SMIs. This doctoral project investigates evidence and best practice in managing occupational stress among academicians, identifies tools within occupational therapy practice to accommodate remote work, and outlines a development plan to create a cost-effective, internet-based SMI designed for improved administrative implementation and faculty utilization. The program is based on the Person-Environment-Occupation model from occupational therapy literature, which focuses on an individual’s performance as shaped by the congruence of their personal domain (e.g., mental and physical health, self-concept, perceived role, cognition), occupational domain (e.g., their work), and their environment (e.g., physical, institutional, social environments) (Law et al., 1996).