Browsing by Author "Barker, Haylee"

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    Decreasing Phantom Limb Pain for Amputees with Phantom Limb Pain and Brachial Plexus Avulsions Through Various Therapy Interventions: A Systematic Review
    (2021-04-30) Stevens, Sydney; Hoseinpour, Niki; Martin, Kylee; Stuckwisch, Devin; Barker, Haylee; Kramer, Martina; Chase, Tony; Department of Occupational Therapy, School of Health and Human Sciences
    This rapid systematic review of the literature discusses the evidence of studies related to effective occupational therapy interventions in reducing phantom limb pain (PLP) due to amputations and brachial plexus avulsions (BPA). This review provides a comprehensive overview and analysis of 30 studies that addressed many of the interventions commonly used in phantom limb pain rehabilitation. Phantom limb pain is a painful sensation perceived in the absence of a limb or in a deafferented limb. Suffering from acute or chronic pain can decrease engagement and performance in meaningful occupations. Overall, we found moderate evidence to support the effectiveness of various therapy interventions for decreasing PLP in individuals with amputations and BPAs.
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    Development and Implementation of a School-Based Assistive Technology Team
    (2023-05-01) Barker, Haylee; Sego, Daniel; Department of Occupational Therapy, School of Health and Human Sciences; Sunbury, Kathy
    Assistive technology (AT) is an overarching term to describe any equipment, program, or device used to increase participation and function within individuals. Technology allows individuals with disabilities and impairments to achieve functional growth in numerous areas of everyday living, whether that be leisure, work, or at school. AT can be classified as simple as a pencil grip and be as advanced as an eye-gaze communication device. The wide range within the technology field correlates with decreased interest and knowledge, leading to limited research and implementation across all therapeutic areas. The purpose of this capstone was to address the lack of knowledge, training, and awareness on technology implications within a school-system to effectively develop an interprofessional assistive technology team focused on augmentative and alternative communication (AAC). Research suggests technology should be implemented throughout the entire school day to increase the students ability to fully participate in school, social, and play-related tasks. The capstone student identified supportive research in other well-established teams and provided training and materials to support the development of this technology team. The student created sustainable materials for future students, practitioners, and teams to use as references for future team developments.