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Summer 01

Summer 2001


Summer 2001

Title: A Phenomenological Study of Recovery in Persons with Hip Fracture Living in Diverse Environments.

Authors: DeLisi, L., Gallagher, C., Martin, N., Weader, K

Abstract: In an urgent response to escalating mortality rates among elderly post hip fracture patients, this qualitative study describes the recovery process after hip fracture from the perspective of patients surviving 12 to 36 months and living in different settings. The combination of the Colaizzi (1978) and Gorgi (1985) phenomenological methods reveals sub-themes and transitions of the recovery experience through participant interviews. Five themes emerged: 1). Relationships with Others, 2). Vision, 3). Accepting Reality- Pain/Coping/Loss,
4). Faith, and 5). Occupational Performance. This study yields a comprehensive description of the recovery process after hip fracture including both common and unique experiences. The five themes support current related research. Combined, these studies support a holistic management approach to recovery.

Year: Summer 2001

Chair/Reader: C. Hischmann, H. Speziale

Title: Intervention for Children with Pervasive Developmental Disorder: A Comparison of School-Based versus Non-School-Based Occupational Therapy.

Authors: Reiser, A.M.Z., Kovalchick, G. H., Dubosky, A., Swainson, A. & Yaeck, B.

Abstract: The purpose of this study was to identify specific assessments, intervention approaches and frames of reference used by occupational therapists treating children with Pervasive Developmental Disorder (PDD) in school-based versus non-school based settings. A survey was sent to a random sample of occupational therapists, targeting those special interest therapists most likely to be treating children with PDD. The data from the respondents (n= 170) was analyzed and showed some significant differences in a school-based versus a non-school-based setting. Differences included types of therapist certification, the number of children on caseload, and the amount of contact time with the child. School-based practitioners used co-treatment and observation in the natural setting more often, while non-school-based therapists relied more on parent interview and direct one-on-one therapy. Therapists in both settings did not rely heavily on standardized tools for the assessment process. The results of this study support the theory that the particular treatment settings of school-based and non-school based environments do have an impact on the practice patterns used by therapists when treating children with PDD.

Year: Summer 2001

Chair/Reader: E. McLaughlin, B. Pfeiffer