Browsing by Author "Crabtree, Jeffrey L."

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    Adapted dance- connecting mind, body and soul
    (2014-01-29) Swinford, Rachel R.; Ellett, Marsha L.; Sloan, Rebecca S.; Crabtree, Jeffrey L.; Horton-Deutsch, Sara L.; Stanton-Nichols, Kathleen A.
    Using Heideggerian interpretive phenomenology, this study illuminates the lived experience of an adapted dance program for individuals with Down syndrome and their family members. The overall pattern from both dancers and family members was adapted dance: connecting mind, body and soul. The primary theme from dancer interpretations was expressing a mosaic of positive experiences, and the primary theme from family member interpretations was experiencing pride in their loved ones. The dance program provided dancers an opportunity to express their authentic self while experiencing moments of full embodiment in the connection of their mind, body and soul. While dancers experienced the connection of mind-body-soul, family members recognized the importance of this connection in their loved one. This research is instrumental in advocating for opportunities for individuals with Down syndrome to experience dance as a social, physical and intellectual activity that results in learning and increasing social interactions. The research findings from this study can support future initiatives for dance programs that may influence a population that has limited access to physical activity and dance. The study’s teaching strategies, dance activities, class procedures and sequences, and feedback techniques can be used by other professionals who teach individuals with intellectual disabilities.
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    Educators’ and caregivers’ perceptions on the implementation of social narratives with individuals with autisim spectrum disorder
    (2016-09) Jordan, Kristi Ann; Crabtree, Jeffrey L.; Solas Allen, Martina; Fisher, Thomas
    Social narratives are considered by the National Professional Development Center on Autism Spectrum Disorders (NPDC) to be effective in reducing challenging behaviors, improving expected behaviors, and preparing for change. This study is addressing the gap in literature about educators’ and caregivers’ perceptions of the implementation of and the differences in implementation of social narratives with individuals with Autism Spectrum Disorder (ASD).
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    Here We Come Ready or Not: Occupational Therapy Program to Help Prepare Prisoners for Reentry into Society
    (Office of the Vice Chancellor for Research, 2015-04-17) Crabtree, Jeffrey L.; Ohm, David; Wall, Jarrod; Ray, Joseph; Cheesman, Mackenzie; Goldman, Lainey; Ridener, Emilea; Rosswurm, Kelsey
    Abstract Background: In 2013 about 10 million people were involved in various stages of imprisonment world-wide. In that same year there were about 1,574,700 persons in state and federal prisons in the United States, and 29,905 in Indiana (state and federal) prisons. Most of those people will return to society, but for how long? According to the most recent data available, a little over two-thirds (67.8%) of those released were arrested for a new crime within 3 years and over three-quarters (76.6%) were arrested for a new crime within 5 years. Education is one of the most effective reducers of recidivism, but it is unclear what kinds of education best prepare people to not only return to society, but to thrive in society. Objectives: The first of a two-part study explored how 27 residents of a minimum security prison responded to an Occupational Therapy Community Living Skills Program (OTCLS) developed to help prepare residents for successful reentry into society. Method: Using a participatory action research (PAR) approach, we interviewed 27 residents who completed the program. Once the semi-structured interviews were transcribed, the PAR team conducted a summative content analysis of the data. Results: Initial content analysis yielded five concepts: doing; information; re-entry fears (socialization); technology; and self-worth. Participants seemed to gain a sense of self-worth by doing activities related to information gathering, socialization, and technology. Further interpretation yielded three overlapping themes: 1) validation of self-worth (participants expressed how self-validating it is to have “real people” come in to help), 2) doing (role playing, a common activity, “…was kind of nerve-wracking at first then [I] began to slowly ease into it…”), and 3) concerns about the future (one resident summed up the value of the program: having “…something real positive you’re looking forward to…helps in dissipating the fears perhaps in reentry.”). Conclusions: This retrospective study identified potentially powerful elements of a successful re-entry program. In the second part of the study we will evaluate a revised program using a pre-test; post-test and follow-up approach to learn more about what kinds of education best prepare people to not only return to society, but to thrive in society.
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    Peer Observation and Evaluation Tool (POET): A Formative Peer Review Supporting Scholarly Teaching
    (2016-07-01) Crabtree, Jeffrey L.; Scott, Patricia J.; Kuo, Fengyi; Department of Occupational Therapy, IU School of Health and Rehabilitation Sciences
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    The relationship between touch sensation of the hand and occupational performance in individuals with chronic stroke
    (2014-07-11) Hill, Valerie A.; Fisher, Thomas; Crabtree, Jeffrey L.; Page, Stephen J.; Schmid, Arlene A.
    Stroke is the main cause of disability in the United States. Individuals with stroke commonly report sensory impairment affects their recovery. Motor recovery and sensory impairment are related and impact individuals’ ability to perform valued occupations. Despite the prevalence of sensation impairment after stroke, many occupational therapists fail to include sensation assessment and intervention in treatment planning. The exclusion of sensation in occupational therapy interventions during stroke rehabilitation may be due to the lack of literature supporting the association between sensation and occupational performance. The current study aimed to determine the relationship between touch sensation of the affected hand and occupational performance and satisfaction in individuals with chronic stroke. Using a cross-sectional study design, this study associated factors related to hand sensation and function in individuals with chronic stroke. Fifty individuals with chronic stroke participated in a one-time testing session in which assessments related to sensation, movement of the hand and engagement in daily activities were administered. Correlation analyses were utilized to determine relationships between touch sensation of the affected hand with individuals’ abilities to engage in valued daily activities, arm and hand disability, and manual abilities. The main finding of the study was that individuals with intact sensation reported greater ability to perform valued occupations and satisfaction with their performance, as compared with individuals with touch sensation impairment. For individuals with impaired touch sensation of the affected hand, impairment of touch sensation of the hand did not correlate with individuals’ performance or satisfaction with valued occupations, arm or hand movement, or manual abilities. Collectively, the results of this study reflect the complex interaction between touch sensation, occupational performance, motor functioning, and manual abilities of the affected hand for individuals’ who have experienced a stroke. This study informs therapists, rehabilitation scientists, and other healthcare professionals that client-centered, individualized approaches, including a wide array of clinical assessments and intervention, including assessment of occupational performance and sensation, remain important components in stroke rehabilitation.