Browsing by Author "Payne, Chafin"

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    Evidence for the Effectiveness of Occupation-Based Interventions to Improve Social Participation for School-Aged Autistic Children: A Rapid Systematic Review
    (2021-05-05) Hernandez, Jocelyne; Belkiewitz, Johnna; Feldman, Anna; Payne, Chafin; Smith, Cassie; Taylor, Abigail; Chase, Anthony; Department of Occupational Therapy, School of Health and Human Sciences
    A rapid systematic review of the literature was conducted to review effective occupational therapy interventions for promoting social participation in children with autism spectrum disorder (ASD) was conducted as part of the Evidence-Based Literature Review Project of the American Occupational Therapy Association. This review provides a comprehensive overview and analysis of 30 studies that addressed many of the occupation-based interventions commonly used for children with ASD. Findings reveal that the use of occupation-based activities has reasonable, yet limited evidence to support its effectiveness in increasing social participation within this population. This review supports the premise that many client factors can be positively affected through the use of several commonly used occupational therapy–related modalities and methods. Further research should be conducted assessing the implementation of these interventions by occupational therapy practitioners to ensure generalizability. The implications for occupational therapy practice, research, and education and limitations of reviewed articles are presented within this systematic review.
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    Increasing Knowledge on Intensive Occupational Therapy Interventions and Adaptive Equipment for Children with Developmental Disabilities
    (2023-05-04) Payne, Chafin; Van Antwerp, Leah; Department of Occupational Therapy, School of Health and Human Sciences; Thompson, Melanie
    Children with disabilities experience a lack of inclusivity and participation in both recreational and educational settings when compared to their peers without disabilities. Barriers to participation in activities include the lack of experience and education that individuals have on intensive therapy interventions and strategies with adaptive equipment. This capstone project was done in collaboration with a non-profit organization in Gilbert, Arizona with the purpose of promoting improved participation and quality of life for children with developmental disabilities. The capstone student identified a gap that prevented the carryover of skills learned within intensive occupational therapy treatment to everyday life. The capstone student aimed to close this gap through the creation of evidence-based educational materials for pediatric occupational therapists, teachers, aides, and caregivers of children with developmental disabilities. The educational materials were delivered through the capstone site’s social media platform. Results of the capstone project and study indicated an increase in knowledge and confidence to carry out intensive therapy interventions and adaptive equipment strategies.