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Distribution of infant play scores for the ASD, EL non-ASD, and TL non-ASD ...
Published: 20 May 2024
Figure 1. Distribution of infant play scores for the ASD, EL non-ASD, and TL non-ASD groups. Note. Boxes represent the interquartile range with the median indicated by a central line. Whiskers extend to the highest and lowest values. ASD = autism spectrum disorder, EL = elevated likelihood, TL = typical likelihood. More about this image found in Distribution of infant play scores for the ASD, EL non-ASD, and TL non-ASD ...
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Interventions to improve self-advocacy, self-determination and self-efficac...
Published: 17 May 2024
Figure 1. Interventions to improve self-advocacy, self-determination and self-efficacy, and mental health. Note. See Table 1 for additional recommendations and details on each study. Occupational therapy practitioners should always consider the evidence, as well as the client’s safety, personal factors, preferences, access to resources, and interests when developing the plan of care and selecting interventions. More about this image found in Interventions to improve self-advocacy, self-determination and self-efficac...
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Interventions to improve activities of daily living, instrumental activitie...
Published: 17 May 2024
Figure 2. Interventions to improve activities of daily living, instrumental activities of daily living, rest and sleep, work, education, play, leisure, social participation, and health management for children and youth. Note. See  Table 2  for additional recommendations and details on each study. Occupational therapy practitioners should always consider the evidence, as well as the client’s safety, personal factors, preferences, access to resources, and interests when developing the plan of care and selecting interventions. More about this image found in Interventions to improve activities of daily living, instrumental activitie...
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Interventions to improve activities of daily living, instrumental activitie...
Published: 17 May 2024
Figure 2. Interventions to improve activities of daily living, instrumental activities of daily living, rest and sleep, work, education, play, leisure, social participation, and health management for children and youth. Note. See  Table 2  for additional recommendations and details on each study. Occupational therapy practitioners should always consider the evidence, as well as the client’s safety, personal factors, preferences, access to resources, and interests when developing the plan of care and selecting interventions. More about this image found in Interventions to improve activities of daily living, instrumental activitie...
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Interventions to improve activities of daily living, instrumental activitie...
Published: 17 May 2024
Figure 3. Interventions to improve activities of daily living, instrumental activities of daily living, rest and sleep, work, education, play, leisure, social participation, and health management for adults. Note. See  Table 4  for additional recommendations and details on each study. Occupational therapy practitioners should always consider the evidence, as well as the client’s safety, personal factors, preferences, access to resources, and interests when developing the plan of care and selecting interventions. More about this image found in Interventions to improve activities of daily living, instrumental activitie...
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Data collection protocols.  <em>Note.</em> COPM–P = Canadian Occupa...
Published: 06 May 2024
Figure 1. Data collection protocols. Note. COPM–P = Canadian Occupational Measure Performance domain; COPM–S = COPM Satisfaction domain; QUAL = qualitative phase; QUAN = quantitative phase; T1 = Time 1; T2 = Time 2. More about this image found in Data collection protocols. Note. COPM–P = Canadian Occupa...
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Difference scores of occupations that showed a response shift.  <em>Not</em>...
Published: 06 May 2024
Figure 2. Difference scores of occupations that showed a response shift. Note. Of the 90 occupations, 46 showed a response shift (RS). This histogram represents the distribution of the difference between the reassessment score affected by the RS (Time 2 [T2]) and the reevaluated score that corrected the RS with feedback of initial perceptions of occupations (T2′). The percentages of occupations for which the difference score was within 2 points, the minimal clinically important difference (MCID) described in the Canadian Occupational Performance Measure (COPM) manual, were 73.9% (34 of 46) for the Performance domain (COPM–P) and 69.6% (32 or 46) for the Satisfaction domain (COPM–S). T1 = Time 1. More about this image found in Difference scores of occupations that showed a response shift. Not...
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