Use of Gamification for Adult Physical Rehabilitation in Occupational Therapy; A Novel Concept?

AIM: This commentary discusses the concept of 'gamification' as referred to implicitly or explicitly in the occupational therapy literature. Although occasionally noted to be a new frontier for occupational therapy, our analysis suggests that game mechanics and gamification elements are, in fact, a 'road long traveled' by occupational therapists and that gamification evokes the core aims and vision of occupational therapy. Gamification has been implicitly incorporated into the occupational therapy literature for years, and its benefit of enhancing therapeutic outcomes is evident in many instances. We contend that a more explicit use of the term gamification within the occupational therapy literature will lead to a framework in which both practitioners and researchers can structure and evaluate therapeutic outcomes.

Video modelling as a tool to evaluate self-perception of strategies used by adolescents during daily tasks.

INTRODUCTION: Metacognition is defined as the process of regulating behavior and having self-perception of own performance. An application of video modeling (VM) was used as a technological solution for assessing self-perception in daily situations among typical adolescents, compared to parental reports and to an objective performance-based assessment. METHOD: One hundred and three adolescents (30 boys, 73 girls, mean age =15.1, SD = 1.9), viewed five clusters of videotaped scenarios of teen actors performing daily activities entailing strategy use. Half of the scenarios were classified as "Type A" indicating a more organized approach to accomplishing a task, the other half were "Type B" scenarios indicated a less organized approach to accomplishing the same tasks. Participants were asked to choose the scenarios that best represent their own daily performance using the VM application. The participants then completed the WCPA, an executive function (EF) performance-based assessment. Their parents completed the BRIEF as an indication of EF behaviors in the home environment. RESULTS: 46% of the adolescents associated their performance with a less organized approach yet parental reports indicated adaptive daily performance and their ability to complete the WCPA was as correct as it was for the 56% of participants who associated their performance with a more organized approach. CONCLUSIONS: Unexpectedly, the participants who associated their ability as less organized presented successful behaviors in the home environment and successfully performed the WCPA. Therapists should be aware that clients may achieve success in daily tasks even though they may cope with cognitive challenges in unexpected ways.Implication for rehabilitationTherapists may expect adolescent clients to approach tasks in a variety of ways, using different strategies for coping with everyday cognitive challenge.Therapists need to acknowledge that there is no ideal strategy that provides a solution for all individuals.Mediating a guided discovery of strategies through use of VM technology may customize intervention for each client's needs, assuring a client-centered approach and may encourage a collaboration of therapists and clients in search for the strategies that work best for them.

A new approach for assessing executive functions in everyday life, among adolescents with Genetic Generalised Epilepsies.

Studies have characterised relationships between cognitive status and a variety of clinical epilepsy factors. The aim of this study was to describe a new approach for assessing executive functions in everyday life and its unique expression in adolescents with Genetic Generalised Epilepsies (GGEs) compared with typical peers. Twenty adolescents with a diagnosis of GGEs and 20 typical healthy peers, matched by age and gender, were studied. Assessment of everyday executive function was carried out using: (1) the Weekly Calendar Planning Activity (WCPA), a direct performance based and outcome measure of strategy use and cognitive performance; and (2) Behavior Rating Inventory of Executive Function (BRIEF) parental report. Adolescents with GGEs demonstrated significantly less accuracy, less efficiency and fewer strategies used, as measured by the WCPA. Parents of adolescents with GGEs rated their child's daily performance as less efficient compared with typical peers. Better ratings of executive function (low BRIEF score) were associated with greater WCPA accuracy in the entered appointments. The WCPA provides a useful evaluation of cognitive performance for adolescents with GGEs and a functionally relevant information on task efficiency, self-monitoring and effective strategy use. Direct observation of performance supplements parental ratings and has strong potential to guide intervention and measure outcomes.

Measuring Adolescent Self-Awareness and Accuracy Using a Performance-Based Assessment and Parental Report.

AIM: The aim of this study was to assess awareness of performance and performance accuracy for a task that requires executive functions (EF), among healthy adolescents and to compare their performance to their parent's ratings. METHOD: Participants: 109 healthy adolescents (mean age 15.2 ± 1.86 years) completed the Weekly Calendar Planning Activity (WCPA). The discrepancy between self-estimated and actual performance was used to measure the level of awareness. The participants were divided into high and low accuracy groups according to the WCPA accuracy median score. The participants were also divided into high and low awareness groups. A comparison was conducted between groups using WCPA performance and parent ratings on the Behavior Rating Inventory of Executive Function (BRIEF). RESULTS: Higher awareness was associated with better EF performance. Participants with high accuracy scores were more likely to show high awareness of performance as compared to participants with low accuracy scores. The high accuracy group had better parental ratings of EF, higher efficiency, followed more rules, and were more aware of their WCPA performance. CONCLUSION: Our results highlight the important contribution that self-awareness of performance may have on the individual's function. Assessing the level of awareness and providing metacognitive training techniques for those adolescents who are less aware, could support their performance.

Affirmative action in Israel: access to academia for the ultra-orthodox community.

BACKGROUND/AIM: This article explores the development of a unique, culturally sensitive, designated academic occupational therapy programme for the Ultra-Orthodox (Haredi) minority in Israel. This normative university environment did not provide the opportunity for Haredi participation due to the lack of consideration of the strong commitment to a modest way of life of this community. This prevented their participation in academia and resultant employment that are necessary for economic advancement of the community. METHOD: A follow-up survey that tracked the programme's graduates' participation in the workforce was used to determine the success of the initial goal of the establishment of the designated programme. RESULTS: Slightly above 97% of the respondents worked as occupational therapists during the first year after completing their bachelor's degree. The employment data obtained from the graduates showed that the central goal of the Council of Higher Education has been achieved. The designated culturally adapted occupational therapy programme has provided varied employment opportunities for its graduates in diverse professional environments. CONCLUSION: With the implementation of this programme, the occupational therapy department of the University of Haifa has created greater accessibility of the profession to both the occupational therapy providers and the recipients of occupational therapy intervention as well as serve as a model for other communities.

Childhood-onset primary generalized epilepsy--impacts on children's preferences for participation in out-of-school activities.

The purpose of this study was to compare preferences for participation in out-of-school activities between children with childhood-onset primary generalized epilepsy and their healthy peers. Overall, participants were 56 children aged 6-11 years. The study group included 26 children with childhood-onset primary generalized epilepsy. The controls were 30 healthy children. Parents of all participants completed a demographic and health status questionnaire. All children completed the Preference Assessment of Children (PAC) that profiles the out-of-school activities the child wishes to participate in. Scores are calculated for five activity types, namely, recreational, active physical, social, skill-based, and self-improvement and for two domains of formal and informal activities. Children with generalized epilepsy showed a similar preference for participation in out-of-school activities as did their healthy peers. The study group showed a lower preference for participation in social activities but showed a higher preference for participation in self-improvement activities. In both groups, younger children (aged 6-8 years) showed a lower preference for participation in most PAC scales. Older children (aged 9-11 years) showed a higher preference for participation in social activities. Difference between genders was close to being statistically significant in the skill-based activities (F(1,21)=3.84, p=.06), where girls showed a higher preference compared with boys. Intervention policies need to be undertaken in order to encourage children with epilepsy to participate in activities together with their healthy peers, aiming to enhance the well-being of children with primary generalized epilepsy.

Handwriting as an objective tool for Parkinson's disease diagnosis.

To date, clinical assessment remains the gold standard in the diagnosis of Parkinson's disease (PD). We sought to identify simple characteristics of handwriting which could accurately differentiate PD patients from healthy controls. Twenty PD patients and 20 matched controls wrote their name and copied an address on a paper affixed to a digitizer. Mean pressure and mean velocity was measured for the entire task and the spatial and temporal characteristics were measured for each stroke. Results of the MANOVAs for the temporal, spatial, and pressure measures (stroke length, width, and height; mean pressure; mean time per stroke; mean velocity), for both the name writing and address copying tasks, showed significant group effects (F(6,32) = 6.72, p < 0.001; F(6,31) = 14.77, p < 0.001, respectively). A discriminant analysis was performed for the two tasks. One discriminant function was found for the group classification of all participants (Wilks' Lambda = 0.305, p < 0.001). Based on this function, 97.5% of participants were correctly classified (100% of the controls and 95% of PD patients). A Kappa value of 0.947 (p < 0.001) was calculated, demonstrating that the group classification did not occur by chance. In this pilot study we identified two simple short and routine writing tasks which differentiate PD patients from healthy controls. These writing tasks have future potential as cost-effective, fast and reliable biomarkers for PD.

Use of the Dynamic Interactional Model in self-care and motor intervention after traumatic brain injury: explanatory case studies.

PURPOSE: The highest proportion of traumatic brain injuries (TBIs) occurs among adolescents. This study examines the effectiveness of a therapeutic protocol for rehabilitation of adolescents with TBI. This protocol is based on Toglia's (1998, 2005) Dynamic Interactional Model and Expanded Awareness Model (Toglia & Kirk, 2000). METHOD: Explanatory case studies presenting 2 adolescents (ages 16-17) with mild to moderate TBI are combined with qualitative and quantitative data assessing self-care, mobility, and graphomotor abilities as well as deficit awareness in these domains. Outcome measures include the FIM, the Canadian Occupational Performance Measure, the Computerized Penmanship Object Evaluation Tool, and the Awareness of Mobility Deficits Questionnaire. Graphic data analysis compared outcome measures before, during, and after intervention. RESULTS: The Dynamic Interactional Model was effective in improving self-care, mobility, and graphomotor abilities and identified awareness of deficits in these domains. CONCLUSION: These research findings contribute to our theoretical knowledge in rehabilitation and promote adopting this approach for rehabilitation of adolescents with TBI.