Search Results (121)

Some children with autism may require additional support to meet academic expectations for comprehension. Because an extensive set of research links oral narration to listening and reading comprehension, the promotion of narrative-based skills may be a viable intervention approach. The purpose of this study was to examine the effect of narrative intervention with explicit strategy instruction on the listening and reading retells of children with autism after hearing and decoding novel stories. Four children with autism aged 7 and 9 years old participated in this multiple baseline across participants single-case experimental design study. Behavioral therapists delivered the narrative intervention, which included explicit instruction on the use of story grammar icons, to each child individually within the course of their therapy. Results showed that all participants improved their listening (TauU ES range = 0.64–1.06) and reading (TauU ES range = 0.72–1.15) retells, but they required extended use of the icon strategy to achieve the most benefit. When icons were completely removed, three of the four participants performed above baseline levels on the listening and reading comprehension measures. Full article

Currently, high-tech assistive technologies (ATs), particularly Socially Assistive Robots (SARs), virtual reality (VR) and conversational AI (ConvAI), are considered very useful in supporting professionals in Speech and Language Therapy (SLT) for children with communication disorders. However, despite a positive public perception, therapists face difficulties when integrating these technologies into practice due to technical challenges and a lack of user-friendly interfaces. To address this gap, a design-based research approach has been employed to streamline the integration of SARs, VR and ConvAI in SLT, and a new software platform called “ATLog” has been developed for designing interactive and playful learning scenarios with ATs. ATLog’s main features include visual-based programming with graphical interface, enabling therapists to intuitively create personalized interactive scenarios without advanced programming skills. The platform follows a subprocess-oriented design, breaking down SAR skills and VR scenarios into microskills represented by pre-programmed graphical blocks, tailored to specific treatment domains, therapy goals, and language skill levels. The ATLog platform was evaluated by 27 SLT experts using the Technology Acceptance Model (TAM) and System Usability Scale (SUS) questionnaires, extended with additional questions specifically focused on ATLog structure and functionalities. According to the SUS results, most of the experts (74%) evaluated ATLog with grades over 70, indicating high acceptance of its usability. Over half (52%) of the experts rated the additional questions focused on ATLog’s structure and functionalities in the A range (90–100), while 26% rated them in the B range (80–89), showing strong acceptance of the platform for creating and running personalized interactive scenarios with ATs. According to the TAM results, experts gave high grades for both perceived usefulness (44% in the A range) and perceived ease of use (63% in the A range). Full article

Objective: The objective of this study was to examine 7 years of clinical physical therapy measures in a child with spastic diplegic cerebral palsy (CP) who received multiple botulinum toxin type A (BoNT-A) injections. Methods: A boy diagnosed with spastic diplegic CP, Gross Motor Function Classification System level II, received four episodes of BoNT-A from ages 4 to 10 years. Serial clinical measures of muscle strength, spasticity, lower extremity passive range of motion, gait kinematics, and gross motor function were collected in the gait analysis lab from age 3 to 10 years. Results: After improvements from ages 3 to 7 years, gait and motor function declined from ages 8 to 10 years with no improvement in spasticity or range of motion measurements. Muscle testing and gait kinematics defined a loss of plantarflexion strength. Conclusions: A decline in gross motor skills and gait is not typical for a child with spastic diplegia at age 8 years and its association with BoNT-A injections needs to be considered. This case demonstrates the importance of evaluating treatment outcomes for youth with spastic CP utilizing a set of reliable, and clinically useful measures of strength, spasticity, contracture, gait, and motor function. Critical examination of impairment and functional level measures defines goals, guides treatment, and evaluates outcomes. With this approach, pediatric therapists can empower families to make well-informed decisions. Full article

This study aims to analyze the possibility of developing balance ability, highlighting symmetries, asymmetries, and levels of proprioception, in children aged 11–13 from practicing indoor and outdoor climbing and bouldering/escalation exercises. The research subjects were 54 children (both boys and girls) aged 11–13, divided into two groups: an experimental group of 28 students (14 boys and 14 girls) who participated in an extracurricular climbing activity twice a week during the 2023–2024 school year, and a control group of 26 students (13 boys and 13 girls) who did not engage in extracurricular motor activities. During the initial and final evaluations, 12 tests were used to assess balance ability, symmetries, and asymmetries—10 tests were conducted using the Sensbalance MiniBoard 1.0 platform in addition to the Standing Stork test for each leg. The analysis of the results showed statistically significant differences between the groups, with the experimental group recording improvements in symmetry and proprioception related to increased balance levels. This work is addressed to teachers, trainers, and physical therapists who, in the educational process, aim to develop balance and proprioception as objectives that improve children’s motor skills. In conclusion, the study results reveal the impact of a program based on climbing and escalating exercises in extracurricular activities on the development of static and dynamic balance ability. Full article

Background/Objectives: Occupational therapy (OT) plays a crucial role in addressing functional limitations and promoting independence in Parkinson’s disease (PD) patients. OT interventions target motor skills, daily activities, and engagement in meaningful tasks. Telehealth, the remote delivery of healthcare services, has expanded access to rehabilitation, including OT for PD. While several studies have examined the benefits of online OT, a comprehensive assessment of its impact on functional outcomes and quality of life (QoL) is needed. This review aimed to evaluate the effects of online OT interventions on functional outcomes and QoL of patients with PD. Methods: This review employed a systematized approach, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, though it did not constitute a full systematic review or meta-analysis. A comprehensive search was conducted across PubMed, Web of Science, Scopus, and Embase databases between August 2023 and September 2024. The search targeted randomized controlled trials (RCTs) investigating telerehabilitation interventions in OT for individuals with PD. Studies were excluded if they were not published in English, did not employ an RCT design, or lacked a focus on telerehabilitation within the scope of occupational therapy for PD. Additionally, systematic reviews, meta-analyses, qualitative studies, and studies without measurable outcomes were excluded. Nine studies met the inclusion criteria, with four involving occupational therapists directly and five evaluating interventions within the scope of OT practice. Results: The primary outcomes of this review focused on mobility improvements in PD patients, assessed through gait metrics such as gait speed, stride length, and gait variability. Secondary outcomes evaluated the impact of telerehabilitation on QoL, using tools such as the Parkinson’s Disease Questionnaire (PDQ-39) and other disease-specific instruments. The findings demonstrated that online OT interventions significantly improved motor skills, cognitive function, and activities of daily living in PD patients. Furthermore, these interventions enhanced overall well-being and QoL. The remote format fostered sustained engagement and adherence to therapy, contributing to better long-term outcomes. Conclusions: Online OT interventions show promising potential for improving functional outcomes and QoL in PD patients. These findings underscore the potential of telehealth to expand access to OT services, thereby enhancing long-term rehabilitation outcomes for this population. Full article

Background: To provide effective mental health care across cultural differences, therapists must develop cultural competencies, including an awareness of and sensitivity to diverse backgrounds. In Israel, secular therapists (STs) working with ultra-orthodox (UO), also referred to as Haredi, clients face challenges due to mutual distrust and sociopolitical tensions between the communities. This study aims to assess Israeli STs’ cross-cultural competencies and attitudes toward Haredi clients, examining the association between perceptions and competencies. Methods: The data were collected from an anonymous, self-administered online survey conducted between April and November 2024 among 70 STs in Israel. The study utilized the Cross-Cultural Competence of Healthcare Professionals (CCCHP-27) scale and a self-developed questionnaire assessing STs’ attitudes toward UO clients. The statistical analysis was performed using JASP 0.18.3. Results: While STs exhibited high general cross-cultural competence, their competence in working with Haredi clients was lower and more complex. Therapists with more experience treating UO clients had more positive attitudes toward them, whereas those working in public settings demonstrated lower cultural awareness. Although STs faced cultural and ideological challenges, many expressed openness and professional growth. Notably, while 57.2% felt that working with UO clients improved their skills, only 37.2% recommended it to others. Similarly, while 52.8% enjoyed working with diverse clients, only 27.2% reported enjoying working with UO clients. A negative correlation was found between the emotions about minorities scale and two UO-related subscales, views (ρ = −0.307, p = 0.01) and awareness (ρ = −0.534, p < 0.001), suggesting that local sociopolitical factors influence attitudes toward the Haredi community. Conclusions: This study highlights a gap between STs’ general cross-cultural competencies and their attitudes toward the Haredi population. The findings underscore the need for continued professional training in culturally competent therapy, as personal interactions play a crucial role in bridging societal divides and improving therapeutic relationships. Full article

While research on psychedelic-assisted therapy (PAT) continues to show promise, challenges in its clinical application persist. One relevant domain includes how supervision might enhance both client and trainee outcomes. Current data suggest that, despite supervisor reports and the enthusiasm of trainees, supervision accounts for extraordinarily little variance in treatment outcome. We propose that as supervisors model relevant skills, these skills can also improve in the therapist, which should lead to enhanced alliances and improved self-care for the client, trainee, and supervisor. Thus, we propose a model of supervision that rests on key Motivational Interviewing (MI) principles and supports the integration process—a pivotal phase of PAT where clients translate psychedelic-induced insights into meaningful behavioral change. This Motivational-Interviewing-Enhanced Integration Supervision (MIE-IS) model bridges the gap between psychedelic experiences and personal growth by ensuring supervisors can effectively encourage trainees to support their clients through this crucial integration process. Supervisors would model the use of MI with trainees in supervision, who would, in turn, apply those same MI technical and relational skills to support clients’ integration experiences. Beyond enhancing client outcomes, this supervisory model could also increase each trainee’s motivation to personally engage with wellness-promoting integration behaviors, potentially enhancing professional development and minimizing burnout. By reinforcing a culture of self-care and reflective practice, this model might inspire better self-care in supervisors as well. By fostering an MI-informed supervisory relationship, the model promotes a culture of continuous learning and skill development, benefiting clients through the effective and meaningful integration of their psychedelic experiences. Full article

Objectives: Our aim was to determine the prevalence of middle ear disorders and associated risk factors that contribute to speech and language developmental delays in children with Down Syndrome. Methods: A prospective, cross-sectional study was conducted in 70 children with Down Syndrome between the ages of 1 and 18. Data, including complete physical and otorhinolaryngological examinations, hearing tests, and evaluation of speech and language skills, was compared to a historic typical control group. Results: Recurrent otitis media was significantly higher in the study group (56.5%) compared to the control (26%) (p = 0.05). The rate of conductive hearing loss was significantly higher in the study group (71.2%) compared to the control (14.9%) (p = 0.0001). Conductive hearing loss was statistically associated with delayed speech development (p = 0.046). Conclusions: Middle ear disorders are common in children with Down Syndrome and are associated with conductive hearing loss and delay of speech and language development. This study emphasizes the importance of routine examination of this population by an Otorhinolaryngologist and speech therapist. Full article

Objective: To assess the experience and educational needs of hospital staff who care for pediatric patients with tracheostomies. Study Design: Staff were surveyed and participated in semi-structured, facilitated focus groups regarding their experiences caring for children with tracheostomies and their educational needs. Survey data were analyzed using descriptive statistics and Kruskal–Wallis nonparametric tests. Focus groups were transcribed verbatim and coded for thematic analysis. Results: Pediatric advanced practice providers, nurses, physicians, and respiratory therapists (152/353, 43%) completed the survey. Within the last year, 76% of staff had worked with a tracheostomy-dependent child. However, up to 59% of staff had not performed at least one tracheostomy skill (e.g., tracheostomy site assessment, tube change, etc.). Staff reported the least confidence in changing tracheostomy tubes and using home ventilators and rated these skills as most important for additional education. Forty-three staff members participated in 1 of 10 focus groups. Three themes were identified: building staff competencies in tracheostomy care, promoting the caregiver development of tracheostomy skills, and building caregiver preparedness for home life. Staff emphasized the need for participating in emergency simulations and developing their skills to better prepare caregivers for home life. They indicated a need to streamline the discharge process, gain knowledge of community resources, and develop a standardized team to provide discharge teaching. Conclusions: Hospital staff responsible for providing care to tracheostomy-dependent pediatric patients had limited opportunities to learn and maintain their skills. Survey and focus group findings can guide development of continuing education to optimize the care of tracheostomy-dependent children. Full article

Background: Stroke has high mortality. Challenges in providing end-of-life care include uncertainty among healthcare professionals about when to start care. While generic tools and guidelines exist, which outline components of quality end-of life care, they may not fully address stroke’s unpredictable trajectories, complicating care planning. Objective: To enhance understanding of end-of-life care post-stroke. Methods: We undertook an explanatory sequential mixed methods approach, including a cross-sectional survey and semi-structured interviews. All 286 United Kingdom (UK) National Health Service (NHS) hospitals providing inpatient stroke care were approached for participation in an on-line cross-sectional survey. The survey of healthcare professionals from UK stroke units was used to map current stroke end-of-life care and models of care. Fourteen staff who completed the survey and agreed to a future interview were purposively selected. The semi-structured interviews with healthcare professionals involved in delivering end-of-life care post-stroke were conducted and interpreted using the Theoretical Domains Framework. We aimed to enhance our understanding of the experiences, expectations, challenges and barriers in providing end-of-life care post-stroke, including effective clinical decision-making. Results: Across 108 responding survey sites, 317 responses were received. Results showed a lack of structured tools and approaches, an absence of stroke-specific guidance and variable delivery of end-of-life care post-stroke. Thirteen staff (nurses, occupational therapists, medical stroke consultants, and a speech and language therapist) agreed to be interviewed. The data provided a fuller understanding of the context within which end-of-life care post-stroke is delivered. The varied challenges faced include: uncertain prognosis, complex decision-making process, varying skill levels, staffing levels, the hospital environment, emotional strain on both families and staff, inequitable access to specialist palliative care, and difficulties associated with different models of care (stroke service structures and cultural context). Conclusions: Provision of end-of-life care post-stroke is complex, challenging, uncertain, and inconsistent. There is limited evidence or guidance to support healthcare professionals. There is a need for implementation support, which includes education, to better enable quality and more consistent end-of-life care post-stroke. Further research is required to assess interventions that can support end-of-life care post-stroke to aid clinicians in providing quality palliative care for stroke patients. Full article

Background: Autism spectrum disorder (ASD) is an early childhood and lifelong neurodevelopmental disorder. Many studies have confirmed that motor skills and physical activity interventions can improve motor development in ASD individuals and ultimately improve their quality of life. However, systematic evidence is lacking on whether motor skills and physical activity interventions improve motor development among children with ASD. Methods: A systematic search of the CNKI, PsycINFO, PubMed, Web of Science, and Google Scholar databases was conducted for publications through 30 July 2023. Citation tracking and reference tracking were also used, and this study followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) reporting guidelines. Results: Of 8908 studies initially retrieved, 57 met the selection criteria and were evaluated. The overall quality of the evidence, assessed using PEDro, was low. The evaluated studies included 1622 children with ASD, among which 517 were males, from level II to IV, and ranging in age from 3 to 17 years. Five types (physical activity interventions, motor skill interventions, hippotherapy, equine-assisted or simulated horse riding interventions, exergaming interventions, and physical education interventions) of motor development interventions were used, and 57 studies achieved some positive results for improvements in motor development among children with ASD. Furtherly, eight studies reported motor development acquisition, retention, or transfer. Children with ASD learn well from different types of instructors, including teachers, coaches, camp counselors, physical therapists, and peers. Conclusions: Motor skills and physical activity interventions improved motor development among children with ASD, the effect of which would continue until the end of the interventions. Full article

Children with autism spectrum disorder (ASD) can have serious deficits in their social interactions, due to their limited social skills. There are many ways to use music as an intervention tool. One of them is by using musical instruments. Music emerges as a potential method of intervention, which can be used to address these deficits. The aims of this review are (a) to lay out internationally acclaimed and peer-reviewed studies, describing the elements of interventions with the use of musical instruments by children with autism, (b) to assess and analyze the effects of interventions with the use of musical instruments on the children’s social skills and (c) to provide recommendations to therapists, educators and researchers for future research and implementation. The process of article selection was carried out in strict adherence to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, ensuring methodological rigor and transparency in the systematic review process. A systematic search was conducted, using the following electronic databases: (a) PsycINFO, (b) Education Resources Information Center (ERIC), (c) Scopus and (d) Web of Science. Twelve studies were selected, with their results suggesting that the use of musical instruments, tangible or electronic ones, can have a positive effect on the social skills of children with autism. Inadequacies detected in the mentioned studies are also mentioned, as well as any important topics that should be gradually examined in future research. The present review is conducted within the framework of a doctoral thesis focusing on interventions that utilize music and technology as primary tools. Full article

Background/Objectives: The current literature reveals a gap in understanding how rehabilitation professionals, such as physical and occupational therapists, perceive and prepare to implement artificial intelligence (AI) in their practices. Therefore, we conducted a cross-sectional observational study to assess the perceptions, knowledge, and willingness of rehabilitation healthcare providers to implement AI in practice. Methods: This study was conducted in Saudi Arabia, with data collected from 430 physical therapy professionals via an online SurveyMonkey questionnaire between January and March 2024. The survey assessed demographics, AI knowledge and skills, and perceived challenges. Data were analyzed using Statistical Package for the Social Science (SPSS 27) and DATAtab (version 2025), with frequencies, percentages, and nonparametric tests used to examine the relationships between the variables. Results: The majority of respondents (80.9%) believed that AI would be integrated into physical therapy in future, with 78.6% seeing AI as significantly impacting their work. While 61.4% thought that AI would reduce workload and enhance productivity, only 30% expressed concerns about AI endangering their profession. A lack of formal AI training has commonly been reported, with social media platforms being respondents’ primary source of AI knowledge. Despite these challenges, 85.1% expressed an eagerness to learn and use AI. Organizational preparedness was a significant barrier, with 45.6% of respondents reporting that their organizations lacked AI strategies. There were insignificant differences in the mean rank of AI perceptions or knowledge based on the gender, years of experience, and qualification degree of the respondents. Conclusions: The results demonstrated a strong interest in AI implementation in physical therapy. The majority of respondents expressed confidence in AI’s future utility and readiness to incorporate it into their practice. However, challenges, such as a lack of formal training and organizational preparedness, were identified. Overall, the findings highlight AI’s potential to revolutionize physical therapy while underscoring the necessity to address training and readiness to fully realize this potential. Full article

Purpose: Constraint-induced movement therapy (CIMT) is an evidence-based intervention for arm recovery after acquired brain injury. Clinician knowledge, time and confidence in delivering CIMT are established barriers to the routine use of CIMT in practice. CIMT delivery via telehealth is one option to help overcome these barriers. This study aimed to understand clinician experiences of using an educational website and if the education and online resources contributed to their self-reported use of constraint-induced movement therapy via telehealth (TeleCIMT) in practice. Materials and Methods: Data were collected from a purposive sample of therapists registered to use the TeleCIMT website and website analytics. An online survey explored participants’ experience with CIMT delivery (both face to face and via telehealth), their perceptions of the website, and barriers and enablers to TeleCIMT implementation using the Capability, Opportunity, Motivation—Behaviour model. Website analytics were used to evaluate website traffic and resource use. Data were analysed using descriptive statistics (quantitative data) and content analysis (qualitative data). Results: Forty therapists responded to the survey; 72.5% (n = 29) of the respondents were occupational therapists, and 37.5% (n = 15) had delivered TeleCIMT. Most of the participants agreed that the website was easy to navigate (n = 26, 90%) and felt that they had the knowledge (n = 28, 96.6%) and skills (n = 24, 82.7%) to deliver TeleCIMT. The enablers to TeleCIMT included motivation to implement learnings from the website, confidence in delivering the programme, and the convenience of remote delivery. The perceived barriers to TeleCIMT use included limited access to technology and the availability of a client supporter to enable engagement in TeleCIMT. The resources used most frequently by the respondents were the participant preparation pack and participant programme pack. Shorter video learning modules (<11 min in duration) had greater engagement than longer video learning modules. Conclusions: Whilst online education and resources may enhance clinician knowledge of constraint-induced movement therapy and telehealth delivery, other barriers such as lack of technology access, may need to be addressed through additional learning and implementation strategies to support the routine use of TeleCIMT in practice. Full article

Background/objectives: Malnutrition and sarcopenia are interrelated health concerns among the elderly. Each condition is associated with increased mortality, morbidity, rehospitalization rates, longer hospital stays, higher healthcare costs, and reduced quality of life. Their combination leads to the development of “Malnutrition–Sarcopenia Syndrome” (MSS), characterized by reductions in body weight, muscle mass, strength, and physical function. Despite being preventable and reversible through nutritional and physical interventions, the clinical competence of physical therapists (PTs) in managing MSS remains underexplored. This study aims to assess the clinical competency of PTs in MSS management. Methods: An anonymous cross-sectional survey was conducted from January to August 2024 among 337 certified PTs in Israel, using the “Qualtrics” platform. The survey assessed prior familiarity with MSS concepts, MSS knowledge levels, screening and treatment skills, attitudes and beliefs toward MSS management, and interprofessional collaboration practices. Results: While 52% of PTs were familiar with MSS, familiarity with diagnostic guidelines was low (EWGSOP2: 3.6%; GLIM: 0.6%). The MSS knowledge score was moderate, but screening and treatment skills were low. Attitudes toward MSS management were moderately positive, but self-belief in diagnosing and treating MSS was low. Interprofessional collaboration was limited, particularly in malnutrition care. PTs familiar with MSS had higher knowledge, better skills, more positive attitudes and beliefs, and greater interprofessional collaboration. Conclusions: Significant gaps exist in the clinical competency of Israeli PTs in MSS management. Integrating MSS content into physical therapy curricula and providing continuing professional development are necessary to enhance competencies. Equipping PTs with essential tools, clarifying roles, and promoting interprofessional collaboration can optimize MSS management and improve patient outcomes. Full article