Embedding Questions During Online Lecture Capture to Promote Learning and Transfer of Knowledge.

We examined the effect of quizzing on students' ability to apply lecture content to clinical examples on an in-class exam. Fifty-six occupational therapy students in a graduate-level course completed three online modules that included lectures, slide presentations, demonstrations, and video clips. Throughout each module, students were given "Learning Moments," in which they were asked a question (Question condition); were asked to read a statement confirming the content presented (Study condition); or were not asked to do anything (Not Asked condition). The Question condition resulted in better exam performance than the combined Study and Not Asked conditions (p < .01), whereas performance on Study and Not Asked questions did not differ (p = .67). Students performed better on material on which they had been previously quizzed (i.e., testing effect). Quizzing may be a good strategy to prepare students for clinical practice.

Evaluating domains of everyday functioning in people with developmental disabilities.

OBJECTIVE: To examine the relationship among (a) quality of activities of daily living (ADL) task performance, (b) quality of social interaction, and (c) the extent of discrepancy between the person's and the occupational therapist's perspectives; and explore patterns of strengths and challenges among people with developmental disabilities (DD). METHODS: Fifty-eight adults with different types of DD, living in northern Sweden, were evaluated using the Assessment of Motor and Process Skills (AMPS), the Evaluation of Social Interaction (ESI) and the Assessment of Compared Qualities - Occupational Performance (ACQ-OP) and Assessment of Compared Qualities - Social Interaction (ACQ-SI). The relationships among assessments were analysed using Pearson correlation analyses. Cluster analysis was used to group participants based on their evaluation results. Results The quality of ADL task performance and the quality of social interaction demonstrated weak to moderate positive relationships while the ACQ-OP and ACQ-SI demonstrated a strong positive relationship. The cluster analysis resulted in identifying three distinct groups that differed significantly from one another. CONCLUSION: The findings support the clinical use of multiple assessment tools, including observation and self-report, to evaluate different aspects of occupational performance. Comprehensive and relevant evaluation supports collaborative goal setting and intervention planning.

Assessing the sensitivity of the evaluation of social interaction: comparing social skills in children with and without disabilities.

OBJECTIVE: We examined the sensitivity of the Evaluation of Social Interaction (ESI) as a measure of the overall quality of social interaction in children as they engage in social exchanges in a natural context with typical social partners. METHOD: We compared the ESI measures of 23 children with disabilities with those of 23 children without disabilities, matched by age and gender. RESULTS: Paired t-test analysis revealed a statistically significant difference, t(22) = -4.065, p = .001, in the quality of social interaction for the two groups of children, indicating sensitivity of the ESI. CONCLUSION: The results support the use of the ESI to measure quality of social interaction in a natural context.

Evaluation of social interaction during occupational engagement.

The Evaluation of Social Interaction (ESI; Fisher & Griswold, 2008) assesses a person's performance of social interaction skills in the natural context with typical social partners during any area of occupation. We used Rasch analysis of 175 observations of 128 people, ages 4-73, to examine internal scale validity, the items' skill hierarchy and intended purpose, and the ESI's ability to differentiate between people with and without disabilities. The ESI demonstrated validity for 24 of 27 skills and six intended purposes, with a hierarchy of performance. Of the observations, 95.3% demonstrated goodness of fit to the Rasch model, indicating person response validity. People without a disability demonstrated significantly higher social skills performance than those with a known disability (t= 4.468, df= 83 p= .000). The ESI has the potential to provide a quantitative assessment of social interaction performance in the natural context of a person's desired occupation and may be useful for intervention planning and outcome measurement.

Using the evaluation of social interaction in a community-based program for persons with traumatic brain injury.

The purpose of this study was to examine the utility of the Evaluation of Social Interaction (ESI) in a community-based program for persons with traumatic brain injury (TBI), as well as its effectiveness in measuring occupational therapy intervention. Ten people who experienced a TBI and were participating in a community-based program were a convenience sample for this study. The Occupational Therapy Intervention Process Model (OTIPM) provided the theoretical framework. The ESI provided a pre-test performance measure and also served as a guide for an eight-week occupational therapy intervention program, and as a post-test to measure intervention effectiveness. This study showed that the ESI was effective in guiding therapist intervention related to social skill performance of participants during their participation in a community-based program. As a group, the difference between pre and post ESI logit measures was also significant (t=4.977, p=0.001). The study provides initial considerations for the utility of the ESI to guide intervention related to social skill performance during daily occupations. It further documents the effectiveness of the ESI in measuring occupational therapy intervention, based on OTIPM, and supports occupational therapy services provided in a community-based program context for those living with TBI.