Supporting the participation of autistic children: development, acceptability and feasibility of an intervention to build capacity of early childhood educators

References

• Abamecha, F., Midaksa, G., Sudhakar, M., Abebe, L., Kebede, Y., Mamo, A. … Birhanu, Z. (2021). Acceptability and feasibility of the school-engaged social and behavior change communication approach on malaria prevention in Ethiopia: Implications for engagement, empowerment, and retention (EER) of education sectors in malaria elimination efforts. BMC Public Health, 21(1), 1909. doi:10.1186/s12889-021-11995-z
   PubMed Web of Science ®Google Scholar
• American Occupational Therapy Associtation. (2017). Early childhood inclusion and occupational therapy (OT). https://www.aota.org/~/media/Corporate/Files/AboutOT/consumers/Youth/EC-Inclusion-and-OT-brochure-20171108.pdf
   Google Scholar
• Ashburner, J. K., Rodger, S. A., Ziviani, J. M., & Hinder, E. A. (2014). Optimizing participation of children with autism spectrum disorder experiencing sensory challenges: A clinical reasoning framework. Canadian Journal of Occupational Therapy, 81(1), 25–38. doi:10.1177/0008417413520440
   Web of Science ®Google Scholar
• Ashburner, J. K., Rodger, S., Ziviani, J., & Jones, J. (2014). Occupational therapy services for people with autism spectrum disorders: Current state of play, use of evidence and future learning priorities. Australian Occupational Therapy Journal, 61(2), 110–120. doi:10.1111/1440-1630.12083
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. doi:10.1037/0033-295X.84.2.191
   PubMed Web of Science ®Google Scholar
• Barned, N. E., Knapp, N. F., & Neuharth-Pritchett, S. (2011). Knowledge and attitudes of early childhood preservice teachers regarding the inclusion of children with autism spectrum disorder. Journal of Early Childhood Teacher Education, 32(4), 302–321. doi:10.1080/10901027.2011.622235
   Google Scholar
• Bazyk, S., Michaud, P., Goodman, G., Papp, P., Hawkins, E., & Welch, M. A. (2009). Integrating occupational therapy services in a kindergarten curriculum: A look at the outcomes. The American Journal of Occupational Therapy, 63(2), 160–171. doi:10.5014/ajot.63.2.160
   PubMed Web of Science ®Google Scholar
• Berg, R., Grant, J., Kirk, J. S., & Zimmerman, T. (2014). Leveraging recorded mini-lectures to increase student learning. Course Design, 14(2), 5–8. https://www.csusb.edu/sites/default/files/upload/file/Leveraging_Recorded_Mini-Lectures_to_Inc.pdf
   Google Scholar
• Bodison, S. C., & Parham, L. D. (2018). Specific sensory techniques and sensory environmental modifications for children and youth with sensory integration difficulties: A systematic review. The American Journal of Occupational Therapy, 72(1). 7201190040p1–7201190040p11 doi:10.5014/ajot.2018.029413
   Web of Science ®Google Scholar
• Botha, M., Hanlon, J., & Williams, G. L. (2023). Does language matter? Identity-first versus person-first language use in autism research: A response to Vivanti. Journal of Autism & Developmental Disorders, 53(2), 870–878. doi:10.1007/s10803-020-04858-w
   PubMed Web of Science ®Google Scholar
• Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J., & Hand, B. N. (2021). Avoiding ableist language: suggestions for autism researchers. Autism in Adulthood, 3(1), 18–29. doi:10.1089/aut.2020.0014
   PubMedGoogle Scholar
• Campbell, E. N., Missiuna, C. A., Rivard, L. M., & Pollock, N. A. (2012). «support for everyone»: experiences of occupational therapists delivering a new model of school-based service. Canadian Journal of Occupational Therapy, 79(1), 51–59. doi:10.2182/cjot.2012.79.1.7
   PubMed Web of Science ®Google Scholar
• Cantrill, A., Wilkes-Gillan, S., Bundy, A., Cordier, R., & Wilson, N. J. (2015). An eighteen-month follow-up of a pilot parent-delivered play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder and their playmates. Australian Occupational Therapy Journal, 62(3), 197–207. doi:10.1111/1440-1630.12203
   PubMed Web of Science ®Google Scholar
• Case-Smith, J., Weaver, L. L., & Fristad, M. A. (2015). A systematic review of sensory processing interventions for children with autism spectrum disorders. Autism, 19(2), 133–148. doi:10.1177/1362361313517762
   PubMed Web of Science ®Google Scholar
• Chiu, T., Heidebrecht, M., Wehrmann, S., Sinclair, G., & Reid, D. (2008). Improving teacher awareness of fine motor problems and occupational therapy: education workshops for preservice teachers, general education teachers and special education teachers in Canada. International Journal of Special Education, 23(3), 30–38.
   Google Scholar
• Chrétien-Vincent, M., Grandisson, M., Desmarais, C., & Milot, É. (2023). Outcomes of an intervention to build early childhood educators’ capacity to promote the participation of autistic children with reactions to sensory stimulations. Journal of Occupational Therapy, Schools & Early Intervention, 1–23. doi:10.1080/19411243.2023.2203419
   Web of Science ®Google Scholar
• Clark, G. F., & Kingsley, K. L. (2020). Occupational therapy practice guidelines for early childhood: birth-5 years. The American Journal of Occupational Therapy, 74(3), p74033970101–740339701042. doi:10.5014/ajot.2020.743001
   Web of Science ®Google Scholar
• Clough, P., & Nutbrown, C. (2016). Special educational needs and inclusion. Journal of Early Childhood Research, 2(2), 191–211. doi:10.1177/1476718x04043015
   Google Scholar
• Cordier, R., Munro, N., Wilkes-Gillan, S., Ling, L., Docking, K., & Pearce, W. (2017). Evaluating the pragmatic language skills of children with ADHD and typically developing playmates following a pilot parent-delivered play-based intervention. Australian Occupational Therapy Journal, 64(1), 11–23. doi:10.1111/1440-1630.12299
   PubMed Web of Science ®Google Scholar
• Costa, D. (2008). The just-right challenge in fieldwork. https://www.duq.edu/assets/Documents/occupational-therapy/Fieldwork-Education/Suggested%20Readings/The%20just%20right%20challenge.pdf
   Google Scholar
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. doi:10.3102/0013189x08331140
   Web of Science ®Google Scholar
• Detrich, R. (2020). Cost-effectiveness analysis: A component of evidence-based education. School Psychology Review, 49(4), 423–430. doi:10.1080/2372966X.2020.1827864
   Web of Science ®Google Scholar
• Donica, D. K. (2015). Handwriting without tears(®): general education effectiveness through a consultative approach. The American Journal of Occupational Therapy, 69(6), 6906180050. doi:10.5014/ajot.2015.018366
   Web of Science ®Google Scholar
• Dunn, W. (2015). Sensory profile 2 user’s manual. San Antonio, TX: Psychological Corporation.
   Google Scholar
• Dunn, W., Cox, J., Foster, L., Mische-Lawson, L., & Tanquary, J. (2012). Impact of a contextual intervention on child participation and parent competence among children with autism spectrum disorders: a pretest–posttest repeated-measures design. The American Journal of Occupational Therapy, 66(5), 520–528. doi:https://doi.org/10.5014/ajot.2012.004119
   PubMed Web of Science ®Google Scholar
• Dunstan, E., & Griffiths, S. (2008). Sensory strategies: Practical support to empower families. New Zealand Journal of Occupational Therapy, 55(1), 5–13. https://acces.bibl.ulaval.ca/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=105760656&lang=fr&site=ehost-live
   Google Scholar
• Ferre, C. L., Brandão, M., Surana, B., Dew, A. P., Moreau, N. G., & Gordon, A. M. (2017). Caregiver‐directed home‐based intensive bimanual training in young children with unilateral spastic cerebral palsy: A randomized trial. Developmental Medicine & Child Neurology, 59(5), 497–504. doi:10.1111/dmcn.13330
   PubMed Web of Science ®Google Scholar
• Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2016). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. doi:10.3102/00028312038004915
   Google Scholar
• Graham, F., Rodger, S., & Ziviani, J. (2013). Effectiveness of occupational performance coaching in improving children’s and mothers’ performance and mothers’ self-competence. The American Journal of Occupational Therapy, 67(1), 10–18. doi:10.5014/ajot.2013.004648
   PubMed Web of Science ®Google Scholar
• Grajo, L. C., Candler, C., & Sarafian, A. (2020). Interventions within the scope of occupational therapy to improve children’s academic participation: a systematic review. The American Journal of Occupational Therapy, 74(2), p74021800301–740218003032. doi:10.5014/ajot.2020.039016
   Web of Science ®Google Scholar
• Güleç-Aslan, Y. (2020). Experiences of Turkish preschool teachers for including children with autism spectrum disorders: challenges faced and methods used. International Journal of Psychology and Educational Studies, 7(2), 37–49. doi:10.17220/ijpes.2020.02.004
   Google Scholar
• Hahn-Markowitz, J., Berger, I., Manor, I., & Maeir, A. (2016). Efficacy of cognitive-functional (Cog-Fun) occupational therapy intervention among children with ADHD: an RCT. Journal of Attention Disorders, 24(5), 1–12. doi:https://doi.org/10.1177/1087054716666955
   Google Scholar
• Henning, B., Cordier, R., Wilkes-Gillan, S., & Falkmer, T. (2016). A pilot play-based intervention to improve the social play interactions of children with autism spectrum disorder and their typically developing playmates. Australian Occupational Therapy Journal, 63(4), 223–232. doi:10.1111/1440-1630.12285
   PubMed Web of Science ®Google Scholar
• Hui, C., Snider, L., & Couture, M. (2016). Self-regulation workshop and occupational performance coaching with teachers: A pilot study. Canadian Journal of Occupational Therapy, 83(2), 115–125. doi:10.1177/0008417415627665
   PubMed Web of Science ®Google Scholar
• Ikuta, N., Iwanaga, R., Tokunaga, A., Nakane, H., Tanaka, K., & Tanaka, G. (2016). Effectiveness of earmuffs and noise-cancelling headphones for coping with hyper-reactivity to auditory stimuli in children with autism spectrum disorder: A preliminary study. Hong Kong Journal of Occupational Therapy, 28(1), 24–32. doi:10.1016/j.hkjot.2016.09.001
   PubMed Web of Science ®Google Scholar
• Ismael, N., Lawson, L. M., & Hartwell, J. (2018). Relationship between sensory processing and participation in daily occupations for children with autism spectrum disorder: A systematic review of studies that used dunn’s sensory processing framework. The American Journal of Occupational Therapy, 72(3), p72032050301–72032050309. doi:10.5014/ajot.2018.024075
   Web of Science ®Google Scholar
• Jackman, M., Novak, I., Lannin, N., & Froude, E. (2017). Parents’ experience of undertaking an intensive cognitive orientation to daily occupational performance (CO-OP) group for children with cerebral palsy. Disability & Rehabilitation, 39(10), 1018–1024. doi:10.1080/09638288.2016.1179350
   PubMed Web of Science ®Google Scholar
• Joyce, J. M., Harris, K., Mailey, E. L., Rosenkranz, R. R., & Rosenkranz, S. K. (2020). Acceptability and feasibility of best practice school lunches by elementary school-aged children in a serve setting: A randomized crossover trial. International Journal of Environmental Research & Public Health, 17(17), 6299. doi:https://doi.org/10.3390/ijerph17176299
   PubMed Web of Science ®Google Scholar
• Kaiser, L., Potvin, M. -C., & Beach, C. (2020). Sensory-based interventions in the school setting: perspectives of paraeducators. The Open Journal of Occupational Therapy, 8(3), 1–11. doi:10.15453/2168-6408.1615
   PubMedGoogle Scholar
• Kurzweil, D., Marcellas, K., Henry, B., & Meyer, E. (2020). Evidence-based guidelines for recording slide-based lectures. Medical Science Educator, 30(4), 1611–1616. doi:10.1007/s40670-020-01032-w
   PubMedGoogle Scholar
• Lee, A. L., DeBest, M., Koeniger-Donohue, R., Strowman, S. R., & Mitchell, S. E. (2020). The feasibility and acceptability of using virtual world technology for interprofessional education in palliative care: A mixed methods study. Journal of Interprofessional Care, 34(4), 461–471. doi:10.1080/13561820.2019.1643832
   PubMed Web of Science ®Google Scholar
• Lee Lai Mui, F., Yeung, A. S., Tracey, D., & Barker, K. (2015). Inclusion of children with special needs in early childhood education. Topics in Early Childhood Special Education, 35(2), 79–88. doi:10.1177/0271121414566014
   Web of Science ®Google Scholar
• Lin, L. Y. (2020). Activity participation and sensory processing patterns of preschool-age children with autism spectrum disorder. American Journal of Occupational Therarpy, 74(6), p74063450101–74063450107. doi:10.5014/ajot.2020.039297
   Web of Science ®Google Scholar
• Lindsay, S., Proulx, M., Thompson, N., & Scott, H. (2013). Educators challenges of including children with autism spectrum disorder in mainstream classrooms. International Journal of Disability, Development and Education, 60(4), 347–362. doi:10.1080/1034912X.2013.846470
   Web of Science ®Google Scholar
• Little, L. M., Ausderau, K., Sideris, J., & Baranek, G. T. (2015). Activity participation and sensory features among children with autism spectrum disorders. Journal of Autism & Developmental Disorders, 45(9), 2981–2990. doi:10.1007/s10803-015-2460-3
   PubMed Web of Science ®Google Scholar
• Majoko, T. (2017). Inclusion of children with autism spectrum disorder in mainstream early childhood development: Zimbabwean parent perspectives. Early Child Development & Care, 189(6), 909–925. doi:10.1080/03004430.2017.1350176
   Web of Science ®Google Scholar
• McDougall, J., & King, G. (2007). Goal attainment scaling form. http://elearning.canchild.ca/dcd_pt_workshop/assets/planning-interventions-goals/goal-attainment-scaling.pdf
   Google Scholar
• McGregor, E., & Campbell, E. (2001). The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools. Autism, 5(2), 189–207. doi:10.1177/1362361301005002008
   PubMed Web of Science ®Google Scholar
• O’Cathain, A., Croot, L., Sworn, K., Duncan, E., Rousseau, N., Turner, K. … Hoddinott, P. (2019). Taxonomy of approaches to developing interventions to improve health: A systematic methods overview. Pilot Feasibility Studies, 5(1), 41. doi:https://doi.org/10.1186/s40814-019-0425-6
   PubMedGoogle Scholar
• O’Donnell, S., Deitz, J., Kartin, D., Nalty, T., & Dawson, G. (2012). Sensory processing, problem behavior, adaptive behavior, and cognition in preschool children with autism spectrum disorders. The American Journal of Occupational Therapy, 66(5), 586–594. doi:10.5014/ajot.2012.004168
   PubMed Web of Science ®Google Scholar
• Ohl, A. M., Graze, H., Weber, K., Kenny, S., Salvatore, C., & Wagreich, S. (2013). Effectiveness of a 10-week tier-1 response to intervention program in improving fine motor and visual-motor skills in general education kindergarten students. The American Journal of Occupational Therapy, 67(5), 507–514. doi:10.5014/ajot.2013.008110
   PubMed Web of Science ®Google Scholar
• Olsen, H., Donaldson, A. J., & Hudson, S. D. (2010, Winter). Online professional development: Choices for early childhood. Dimensions of Early Childhood, 38(1), 12–17.
   Google Scholar
• Omdal, H., & Roland, P. (2020). Possibilities and challenges in sustained capacity-building in early childhood education and care (ECEC) institutions: ECEC leaders’ perspectives. European Early Childhood Education Research Journal, 28(4), 568–581. doi:10.1080/1350293x.2020.1783929
   Web of Science ®Google Scholar
• Özsırkıntı, D., & Akay, C. (2019). The effectiveness of pilot in-service training program developed on inclusive practices for preschool teachers. The Journal of Academic Social Science Studies, 2(75), 17–33. doi:10.9761/jasss8018
   Google Scholar
• Patriquin, M., MacKenzie, D., & Versnel, J. (2019). Occupational therapy interventions for restricted and repetitive behaviors in children with autism spectrum disorder. Occupational Therapy in Mental Health, 36(1), 85–104. doi:10.1080/0164212x.2019.1662361
   Web of Science ®Google Scholar
• Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Thousand Oaks, CA: SAGE Publications, Inc.
   Google Scholar
• Potvin, M. -C., Savard, L., & Prelock, P. A. (2018). Coaching in Context Process. https://www.researchgate.net/project/EuREKA-Project-Enhancing-Recreational-Engagement-in-Kids-with-Autism-Spectrum-Disorders
   Google Scholar
• Ratzon, N. Z., Zabaneh-Tannas, K., Ben-Hamo, L., & Bart, O. (2010). Efficiency of the home parental programme in visual motor home activity among first-grade children. Child: Care, Health and Development, 36(2), 249–254. doi:10.1111/j.1365-2214.2009.01011.x
   PubMed Web of Science ®Google Scholar
• Reid, D., Chiu, T., Sinclair, G., Wehrmann, S., & Naseer, Z. (2006). Outcomes of an occupational therapy school-based consultation service for students with fine motor difficulties. Canadian Journal of Occupational Therapy, 73(4), 215–224. doi:10.1177/000841740607300406
   PubMedGoogle Scholar
• Rens, L., & Joosten, A. (2014). Investigating the experiences in a school-based occupational therapy program to inform community-based paediatric occupational therapy practice. Australian Occupational Therapy Journal, 61(3), 148–158. doi:10.1111/1440-1630.12093
   PubMed Web of Science ®Google Scholar
• Roberts, J., & Simpson, K. (2016). A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools. International Journal of Inclusive Education, 20(10), 1084–1096. doi:10.1080/13603116.2016.1145267
   Web of Science ®Google Scholar
• Saloko, E., Harumi, L., Sumaryanto, E., Kobayashi, R., & Ito, Y. (2021). Plotting current practices and challenges among Indonesian occupational therapists working with individuals with autism spectrum disorders. World Federation of Occupational Therapists Bulletin, 77(2), 93–101. doi:10.1080/14473828.2021.1938863
   Google Scholar
• Sayers, B. R. (2008). Collaboration in school settings: A critical appraisal of the topic. Journal of Occupational Therapy, Schools, & Early Intervention, 1(2), 170–179. doi:10.1080/19411240802384318
   Google Scholar
• Scheerer, C. R. (1992). Perspectives on an oral motor activity: the use of a rubber tubing as a «Chewy». The American Journal of Occupational Therapy, 46(4), 344–352. doi:10.5014/ajot.46.4.344
   PubMed Web of Science ®Google Scholar
• Sheridan, K. M., Banzer, D., Pradzinski, A., & Wen, X. (2019). Early math professional development: meeting the challenge through online learning. Early Childhood Education Journal, 48(2), 223–231. doi:10.1007/s10643-019-00992-y
   Web of Science ®Google Scholar
• Sood, D., LoCure, G., Schranz, C., & Morrison, C. (2018). Supporting participation for children with sensory processing differences in an early childhood center. OT Practice, 23(12), 23–25. doi:10.7138/otp.2018.2312.center
   Google Scholar
• Sood, D., Szymanski, M., & Schranz, C. (2015). Enriched home environment program for preschool children with autism spectrum disorders. Journal of Occupational Therapy, Schools & Early Intervention, 8(1), 40–55. doi:10.1080/19411243.2015.1018753
   Web of Science ®Google Scholar
• Stahmer, A. C., Reed, S., Lee, E., Reisinger, E. M., Connell, J. E., & Mandell, D. S. (2015). Training teachers to use evidence-based practices for autism: examining procedural implementation fidelity. Psychology in the Schools, 52(2), 181–195. doi:10.1002/pits.21815
   PubMed Web of Science ®Google Scholar
• Suhrheinrich, J. (2011). Training teachers to use pivotal response training with children with autism. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 34(4), 339–349. doi:10.1177/0888406411406553
   Google Scholar
• Wehrmann, S., Chiu, T., Reid, D., & Sinclair, G. (2006). Evaluation of occupational therapy school-based consultation service for students with fine motor difficulties. Canadian Journal of Occupational Therapy, 73(4), 225–235. doi:10.2182/cjot.05.0016
   PubMedGoogle Scholar
• Wilson, A. L., & Harris, S. R. (2017). Collaborative occupational therapy: teachers’ impressions of the partnering for change (P4C) model. Physical & Occupational Therapy in Pediatrics, 38(2), 1–13. doi:https://doi.org/10.1080/01942638.2017.1297988
   PubMed Web of Science ®Google Scholar
• Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching & Teacher Education, 64, 222–229. doi:10.1016/j.tate.2017.02.005
   Web of Science ®Google Scholar
• Yardley, L., Ainsworth, B., Arden-Close, E., & Muller, I. (2015). The person-based approach to enhancing the acceptability and feasibility of interventions. Pilot Feasibility Studies, 1, 37. doi:10.1186/s40814-015-0033-z
   PubMedGoogle Scholar
• Yin, R. K. (2018). Case study research and applications - design and methods (6th ed.). Thousand Oaks, CA: SAGE Publications, Inc.
   Google Scholar