Browsing by Author "Ridgeway, Mariah"

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    Effects of Virtual and Augmented Reality on Occupational Performance in Children with Cerebral Palsy: A Systematic Review
    (2023-05-04) Shin, Christina; Brown, Katelyn; Ridgeway, Mariah; Ueki, Mio; Chase, Anthony; Sego, Daniel; Department of Occupational Therapy, School of Health and Human Sciences
    Cerebral palsy (CP) is a non-progressive and permanent motor disability that affects the development of movement and posture due to abnormal brain development or damage to an immature brain. It often presents with motor, cognitive, sensory, and behavioral impairments that limit occupational performance and quality of life. CP affects about two to three children in every 1,000 live births, making it the most common motor disability in childhood (Metin et al., 2013). Virtual and augmented reality (V&AR) has emerged as an innovative therapeutic intervention that targets motor and cognitive rehabilitation in children with CP through its task-oriented, interactive, and intensive training system. However, there has been limited research on its effectiveness in the CP population due to its novelty and variety of interventions available. In this systematic review, a comprehensive literature review of 20 studies was conducted to evaluate the effects of V&AR on occupational performance in children with CP. The results of this review support the use of V&AR interventions in expanding and guiding rehabilitative practitioners who work with children with CP.
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    Traumatic Brain Injury Discharge Planning from Inpatient Rehabilitation: A Doctoral Capstone Report
    (2025) Ridgeway, Mariah; Hull, Kristin; Department of Occupational Therapy, School of Health and Human Sciences; Showalter, Sara
    A traumatic brain injury (TBI) may have lifelong impacts on physical and psychosocial well-being, affecting patients and their support systems. Due to the complexity and variability of TBIs, determining post-discharge needs is often challenging. An interdisciplinary approach, combined with robust education and training, can aid in smoother transitions of care. However, barriers such as low health literacy and disorganized information delivery often hinder the discharge process. A multiphase needs assessment at the capstone site revealed similar gaps and barriers. The capstone student utilized the Person-Environment-Occupation-Performance model, Occupational Justice frame of reference, and Adult Learning theory to address the needs identified by the capstone site. The student provided the brain injury unit team at the inpatient rehabilitation hospital with information delivery checklists, an evidence-based resource binder, and access to a shared resource drive. Additionally, the capstone student conducted a brief educational session and collected pre- and post- survey data. Survey results confirmed the project was successful and positively impacted both the capstone student and the site.