Heidi Cramm, PhD, OT Reg (Ont), is Assistant Professor, School of Rehabilitation Therapy, Queen's University, Louise D. Acton Building, 31 George Street, Kingston, ON K7L 3N6 Canada;
Am J Occup Ther. 2013 Nov-Dec;67(6):e139-47. doi: 10.5014/ajot.2013.008607.
Attention to executive functioning (EF) and its effect on occupational performance is increasing in the occupational therapy literature. This study explored occupational therapists' perceptions of how EF is recognized and addressed within occupational therapy for children and youth.
Inductive qualitative content analysis was used to analyze the in-depth interview data from 13 occupational therapists with a range of practice contexts and experience.
EF should be explicitly considered during clinical reasoning. System and professional barriers create challenges to occupational therapists, constraining their ability to recognize, label, and address EF performance issues. Occupational therapists who have integrated EF into their practice perspective have acquired knowledge and skills through interprofessional collaborations, client interactions, and professional development opportunities.
Occupational therapists working with children and youth need an occupational EF framework and practice resources if they are to integrate an EF lens to more broadly enable occupational performance.
在职业治疗文献中，人们越来越关注执行功能（EF）及其对职业表现的影响。本研究探讨了职业治疗师对儿童和青少年职业治疗中如何识别和处理 EF 的看法。
采用归纳性定性内容分析方法，对来自 13 名具有不同实践背景和经验的职业治疗师的深入访谈数据进行了分析。
在临床推理过程中，应明确考虑 EF。系统和专业障碍给职业治疗师带来了挑战，限制了他们识别、标记和解决 EF 表现问题的能力。将 EF 融入其实践观点的职业治疗师通过跨专业合作、客户互动和专业发展机会获得了知识和技能。
如果要将 EF 视角更广泛地应用于促进职业表现，那么从事儿童和青少年工作的职业治疗师需要一个职业 EF 框架和实践资源。
