Lenin C. Grajo, PhD, EdM, OTR/L, is Director, Post-Professional Doctor of Occupational Therapy Program, and Assistant Professor, Programs in Occupational Therapy, Department of Rehabilitation and Regenerative Medicine, Vagelos College of Physicians and Surgeons, Columbia University, New York;
Catherine Candler, PhD, OTR, BCP, is Professor, Department of Occupational Therapy, Abilene Christian University, Abilene, TX.
Am J Occup Ther. 2020 Mar/Apr;74(2):7402180030p1-7402180030p32. doi: 10.5014/ajot.2020.039016.
Occupational therapy practitioners evaluate students' ability to participate in school and may provide services to improve learning, academic performance, and participation.
To examine the effectiveness of interventions within the scope of occupational therapy practice to improve academic participation of children and youth ages 5-21 yr.
We searched MEDLINE, PsycINFO, CINAHL, OTseeker, and Cochrane databases for articles published from 2000 to 2017 using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines.
Within the scope of occupational therapy practice and focused on children ages 5-21 yr.
Forty-six studies were included, based on three themes: (1) interventions to support participation and learning in the classroom; (2) interventions to support motivation and participation in literacy, including combined reading, written expression, and comprehension; and (3) interventions to support handwriting. Low strength of evidence supports the use of weighted vests and stability balls, and moderate strength of evidence supports the use of yoga to enhance educational participation. Moderate strength of evidence supports the use of creative activities, parent-mediated interventions, and peer-supported interventions to enhance literacy participation. Strong evidence supports therapeutic practice for handwriting intervention, and low strength of evidence supports various handwriting programs as replacement or additional instructional strategies to enhance handwriting abilities.
More rigorous studies are needed that are conducted by occupational therapy practitioners in school-based settings and that use measures of participation and academic outcomes.
This systematic review provides occupational therapy practitioners with evidence on the use of activity-based and occupation-centered interventions to increase children's participation and learning in school.
职业治疗师评估学生参与学校的能力，并可能提供服务以改善学习、学业成绩和参与度。
研究职业治疗实践范围内的干预措施，以提高 5-21 岁儿童和青少年的学业参与度。
我们按照系统评价和荟萃分析的首选报告项目（PRISMA）指南，在 2000 年至 2017 年期间，从 MEDLINE、PsycINFO、CINAHL、OTseeker 和 Cochrane 数据库中搜索文章。
在职业治疗实践范围内，重点关注 5-21 岁的儿童。
根据三个主题，共纳入 46 项研究：（1）支持课堂参与和学习的干预措施；（2）支持读写、书面表达和理解综合参与和动力的干预措施；（3）支持手写的干预措施。低强度证据支持使用负重背心和平衡球，中等强度证据支持使用瑜伽来增强教育参与度。中等强度证据支持使用创造性活动、家长介导干预和同伴支持干预来增强读写参与度。强有力的证据支持治疗性手写干预，低强度证据支持各种手写方案作为增强手写能力的替代或附加教学策略。
需要在学校环境中由职业治疗师进行的更严格的研究，并使用参与和学业成果的衡量标准。
本系统评价为职业治疗师提供了关于使用基于活动和以职业为中心的干预措施来提高儿童在学校的参与度和学习的证据。
