Browsing by Author "Clayton, Ella"

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    Examining the Effects of Aging in Place on Quality of Life Compared to a Long-Term Care Facility: A Rapid Systematic Review
    (2023-05-04) Clayton, Ella; Doss, Breanna; Harrison, Stephanie; Mukhtar, Anam; Notter, Hope; Reyher, Whitney; Sego, Daniel; Chase, Anthony; Department of Occupational Therapy, School of Health and Human Sciences
    As individuals age, they face impacted occupational performance which present as challenges performing activities of daily living (ADLs) and instrumental activities of daily living (IADLs) independently. This rapid systematic review seeks to investigate the effectiveness of existing occupational therapy (OT) interventions for older adults who are both aging in place and residing in long term care facilities through examining the evidence of 29 studies. Occupational therapy interventions investigated through this study were found to have common themes related to quality of life, occupational performance, self-efficacy, and psychological well-being. Common limitations found among studies include lack of randomization, small sample sizes, and lack of generalizability to different populations. Findings reveal that OT interventions with a focus on client-centered care contribute to improved occupational performance, participation, and quality of life for older adults. This systematic review supports implementing OT interventions for older adults aging in place and in long term care facilities. However, further research is needed to increase generalizability of conclusions and further examine the differences in outcomes between settings.
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    Supporting Academic Success: Development of Resources to Optimize the Effectiveness of a Preschool Sensory Room
    (2025) Clayton, Ella; Breeden, Lori; Department of Occupational Therapy, School of Health and Human Sciences; Brown, Tammy
    Sensory processing challenges can significantly impact a student’s functional participation in educational activities, highlighting the importance of sensory rooms as therapeutic environments where sensory input can be modulated to support individual needs. This doctoral capstone project aimed to enhance the effectiveness of Pleasant View Elementary’s (PVE) preschool sensory room by providing education and resources to help educators adapt sensory input to students’ individual needs. To achieve this goal, the doctoral capstone student developed and implemented sensory resources, modified the sensory room layout and equipment, and provided staff education on sensory topics. Project efficacy was evaluated through pre- and post-surveys completed by preschool educators at PVE. Despite a limited survey response rate, results indicated that educators’ knowledge and confidence in supporting student’ sensory needs were increased after the sensory informational session. Additionally, educator responses and feedback indicated an overall increase in the perceived effectiveness of the sensory room in meeting students’ emotional and sensory regulation after the implementation of the doctoral capstone project. The outcomes of this project support the value of structured sensory environments and staff training in effectively supporting students with sensory processing challenges.