Browsing by Author "Larkin, Alisyn"

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    Effectiveness of Therapeutic Positioning on Preterm Infants in the NICU
    (2019) Larkin, Alisyn; Lindenmayer, Claire; Nickerson, Sarah; Parks, Mary; Richardson, Shelby; Withrow, Grace; Chase, Tony; Department of Occupational Therapy, School of Health and Human Sciences
    In this systematic review, we examine the potential positive impacts that positioning techniques and devices can have on physiological, neurological, and developmental outcomes in preterm infants in the Neonatal Intensive Care Unit (NICU). This paper describes the reasoning behind the beneficial effects of positioning strategies and how they can lead to healthy development. Due to the stress-inducing, high intensity environment of the NICU, non-invasive interventions that promote healthy physiological and neurological responses are undeniably necessary. Positioning techniques such as skin-to-skin contact, the use of different devices, and varying positions all have evidence supporting the effectiveness of positioning on developmental responses and outcomes. Occupational therapy (OT) practitioners are positioning professionals, making their role in the NICU very valuable.
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    Promoting Developmentally Enriching Play-Based Experiences for Children with Down Syndrome: A Capacity Building Approach
    (2022-05-03) Larkin, Alisyn; Petrenchik, Terry; Department of Occupational Therapy, School of Health and Human Sciences; Jensen, Denisse
    Play is the most important occupation a child can participate in throughout childhood. Research has established that children with Down syndrome (DS) are developmentally delayed in school readiness skills compared to their typically developing peers. This project aimed to advocate for quality play-based opportunities for toddlers, ages 0-4, diagnosed with DS who participate in the Early Learner programs at GiGi’s Playhouse Indianapolis, a DS achievement center. To advocate for play-based opportunities, the capstone student assisted with Early Learner program implementation to determine current barriers that prevented quality play. An educational resource binder on the benefits of play in early childhood development was created and implemented within the playhouse to utilize in future staff training. To determine the effectiveness of the educational resource binder, qualitative data was collected through a pre/post-survey. The current intern staff at GiGi’s Playhouse Indianapolis participated in the qualitative data collection. Results indicate the resource binder created was effective in providing education on what play entails, along with the importance of play in early childhood for the development of school readiness skills.