Occupational Therapy | Student Research Posters

Student research posters from the Department of Occupational Therapy at Dominican University of California.

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Occupational Therapy Students’ Perspectives on Co-Curricular Resilience Programming

Dan Kavin Agbayani, Stephen Beck, Nicole Colombo, Danielle Tirpack, and Mikayla Hilario

Occupational Therapy (OT) students and healthcare workers face significant stress due to academic and professional demands. This stress, if prolonged, can lead to burnout and exhaustion. Resilience, the ability to adapt to challenging experiences, can mitigate the effects of stress and burnout. Resilience has been linked to mindfulness, self-compassion, social support/ connection, and physical activity. While resilience programs have shown positive effects for college students and healthcare providers, there is limited research on resilience programming tailored for OT students. This study aimed to fill this research gap by assessing OT students’ utilization of and satisfaction with a co-curricular resilience program offered by the OT department at Dominican University of California. This study also sought to assess the perceived impacts of this resilience program. To meet these objectives, this research project employed a 57-item survey developed using Qualtrics. Results showed that an Instagram page was the most utilized resilience resource and that participants were most satisfied with group hiking events. Group meditation sessions had the greatest impact on participants’ ability to focus on the present moment, while group hiking events had the greatest impact on participants’ sense of belonging, ability to cope with stress, and ability to extend kindness to themselves. This study’s results demonstrate the value of the co-curricular resilience program offered through the Dominican OT department. These results may inform future resilience programming at Dominican or the formation of new resilience programs at other higher education settings.
Pediatric Hemorrhagic Stroke: Family Perspectives

Louis Barnett, Sabrina Montano, Deana Vander Meulen, Charissa Thompson, and Alma Martinez Pamatz
Life after Brain Injury: Family Perspectives

Brenda Yamileth Escobar, Arianna Masuko Inouye, Caroline Nicole Mendoza, and Edith Elaine Leslie
Addressing the Occupational Needs of College Students

Amanda Lam, Ashley Keates, Marissa Heirich, and Noreen Pervaiz

The Dominican Occupational Therapy (OT) Coaching project was led by a team of five master's level OT students in collaboration with the Integrative Coaching (IC) team at Dominican University of California. Aligned with the Occupational Therapy Practice Framework 4th edition (2020), the project supported various aspects of student wellness, such as academics, healthy lifestyles, stress management, sleep hygiene, and time management. In the fall of 2022, the team conducted a comprehensive literature review and needs assessment of Dominican's Student Success Center (SSC), actively engaged in SSC and IC meetings, and delivered an educational presentation on OT to SSC staff. The OT Coaching program officially launched in spring 2023, including implementation of a live scheduling website, OT Coaching intake forms, and an IC to OT student referral system.

Building on groundwork from the previous capstone group, this team continued to explore the occupational needs of college students at Dominican. Leveraging the expertise of graduate-level OT students, OT Coaching offered personalized support services to improve students’ overall well-being and participation in meaningful occupations. Acknowledging the importance of client feedback and partnership, Google Forms were incorporated to gather input on program services at the end of each semester. This approach allowed further refinement and tailoring of support services based on the evolving needs of the student community. This team also emphasized sustainability by actively facilitating the transfer of this program to the next capstone group. This collaborative initiative significantly contributed to fostering a supportive campus environment and promoting enduring student success.
Participating in Formal Occupational Therapy Mentorship Programs: Mentees’ Experiences

Alice Thien Nguyen, Amanda Raigosa, Erin Elizabeth Heckelman, Isabelle Jenkins Abrahams Pisano, and Alyssa Cailin Reyes Manuel

Background. Formal mentorship is a well researched phenomenon, commonly used in healthcare professions, that offer a range of benefits for both mentors and mentees. Those who engage in formal mentoring programs often find that their evidence-based practice skills and quality of patient care improves. Within early-career stages of the occupational therapy profession, mentoring programs promote professional development and allow for a supported clinical experience. There is limited research on how engaging in formal mentoring programs impacts early-career occupational therapists (OTs) and their transition to practice. Purpose. The purpose of this study was to understand early-career OTs' unique lived experiences in formal mentoring programs and how their experience influenced their transition to practice. Methods. In this phenomenological study, mentees were interviewed about their experiences in formal mentorship programs. The interviews were analyzed using thematic analysis as described by Braun and Clarke (Braun & Clarke, 2018). Results. Four themes emerged from the data analysis: Expectations and Critiques, Pivotal for Early-Career Transition, Practice Expertise, and Emotional Support and Confidence Building. Mentees reported benefits from participating in format mentorship programs which included the development of personal and professional skills, confidence building, and emotional support. Mentees also reported a desire for more structure and consistency within their programs. Conclusion. This study supports current evidence regarding the benefits of formal mentorship programs and the effects on early-career OTs’ transition to practice
The Barriers to Adult Play in Graduate Students

Rosalind Nolde, Catherine Salomon, T. Monelli, and Sabrina Solis

The purpose of this study is to expand the knowledge of barriers to play for graduate students. The research question asked, what are the barriers to play experienced by graduate students? Play is a complex term that is unique to the individual. Although subjective, existing literature gives suggestions as to what play can mean or feel like to the individual participating. Brown (2009), notes that the definition of play should be experienced rather than defined as it is distinctive to each individual. Van Vleet and Feeney (2015) describe play as being the purpose of amusement, fun or to have energetic, spontaneous and highly interactive qualities. The methodology used to answer the research question was a qualitative descriptive approach. This methodology generated a focused summary and understanding of the experiences that shaped participants' views (Stanley & Nayer, 2014). This study was open to any full time graduate students of all genders, ages, and ethnicities. The researchers recruited 9 participants from Dominican University of California Occupational Therapy Program. The sampling method we used was purposive sampling as participants were chosen to have characteristics that met our inclusion criteria. Data was collected through an initial survey, focus groups, self-reported play reflection, and one on one semi-structured interviews. Two major themes were found, the first being Experienced Play with sub themes of play is a spectrum, play context, spontaneity, and feeling of play. The second major theme is Barriers to Play with the sub themes of money, time, responsibilities, energy/mental capacity, societal norms/expectations. This research contributes to the growing body of knowledge on adult play, addresses a gap in literature from the research surrounding play for graduate students, and emphasizes the significance of play in the context of higher education and the broader spectrum of adult life.
OT Consultation to Support Participation and Inclusion at a Science Museum

Ariana Sales, Elizabeth Weintraub, Gabriele Alviz, Nicole Conyers, and Julia Karczewski

This poster is a culmination of a capstone project that centered around providing OT consultation to support participation and inclusion at the California Academy of Sciences. Specifically, we partnered with two departments- the Planetarium department and Volunteer Services Department.
What is the form, function, and meaning of Adult Play in the U.S.?

Tillden Tecson, Camille Howell, Michelle Lee, Oscar Rubio, and Nerwel Zhao

Play is one of life’s most meaningful occupations that facilitates exploration and understanding of the world around us, but what does play look like for adults? Play is described as continuous throughout one’s lifetime (Bundy, 1993), however, current research regarding the occupation of play is predominately discussed in the context of children, not in that of adults. Many research studies have addressed play in relation to other occupations such as leisure, work, or rituals (Blanche, 1998), but no occupational science research has been conducted to exclusively explore play as a distinct occupation for adults. Thus, the dimensions of play and the experience of play are still not understood nor are they defined within current occupational science literature. This qualitative descriptive research study aims to contribute to the current understanding of play as an experiential occupation by analyzing its form, function, and meaning. By adding an occupational lens to this phenomenon, this research can deepen the understanding of the experience of play in adults, expand occupational science literature, and broaden the understanding of play as a meaningful occupation in adults. For the purposes of this study, researchers will conduct two semi-structured interviews consisting of questions around the form, function, and meaning of play. Data was analyzed utilizing reflexive thematic analysis (Braun & Clark, 2019). Codes and themes identified were the structure of play, play is in the doing, anytime, anywhere and anything, emotional experience, and intention and outcomes. Gaining an understanding of adult play as a meaningful occupation will add to foundational occupational science knowledge that play in adults exists.
Sensory Diets within Pediatric Occupational Therapy Practice: A Scoping Review

Kiyomi Wong, Lauren Carmichael, Aerial Predovich, Malia Mar, and Julia Wilbarger

Abstract: Occupational therapists use sensory diets to help clients address challenging behaviors, promote development, and optimize daily functions, performance and participation in daily activities. Sensory diets are specific routine-based schedules that are designed and applied by Occupational Therapists in order to meet the needs of the client (Peterson et al., 2018). A plethora of literature addresses how sensory diets are used to support those with sensory disorders (Mills and Chapparo, 2018). The purpose of this scoping review is to appraise and synthesize the literature supporting the use of sensory diets and to identify the gaps in the evidence and inform future research.

Methods: The research was collected using the following databases: CINAHL Complete, ERIC, PsychInfo, ScienceDirect, Google Scholar, Iceberg, and PubMed. The websites used are as follows: AOTA, AJOT, Australian OTA, Sensory Integration Global Network, and Gray literature sources such as occupational therapy dissertations and theses.

Results: 8 articles met the inclusion criteria. Overall, the evidence demonstrated a positive effect of sensory diets to support children with sensory processing disorders. Sensory diets led to positive behaviors and supported a child's optimal performance throughout their daily life. SD’s were used in multiple settings, creating a wide environmental scope of practice for occupational therapists.

Conclusion: Occupational Therapists can utilize sensory diets within their practice to promote engagement and participation in one’s day-to-day occupations.
Measuring Outcomes of Occupational Therapy Facilitated in Natural Settings with Young Children

Amie Smith, Zoe Peters, Brinda Saini, Deepak Dale, and Amanda Laccone

To date, there is limited evidence to support the effectiveness of Occupational Therapy (OT) services delivered outside in nature. This study explored the benefits of OT intervention in Natural Settings (NS) for children by examining development in the areas of self-regulation, social skills, sensory processing, confidence, and motor skills. A quantitative, quasi-experimental pre-test/post-test design was used in this study. Researchers partnered with a local outpatient OT clinic that offers an 8-week outdoor program. Seven children and their parents were recruited and participated in the study. A modified version of the COPM and two BOT-2 subtests, along with a novel log climb measure were used to track changes among participants. Results showed that performance and satisfaction ratings as well as scores from the balance and catching subtests from the BOT-2 generally improved from pre-test to post-test after the eight weeks. Additionally, the speed, efficiency and quality of movement data gathered from the novel log climb generally improved by the end of the 8-week period. Overall, though there are several limitations to the study, the data showed improvement in key areas across parent reports and motor skill measures.
Relationship of Resilience Levels: A Survey of Occupational Therapists

Emily Xiong, Alana Martinez, Makenna Rubinstein, Breeana Montoya, and Alexis Perez

Resilience enables practitioners to handle adversity, endure challenging times, and return to an internal equilibrium.2 Little is known about the relationship between practicing occupational therapists’ (OTs) resilience levels and 1) professional identity, 2) burnout, 3) job turnover intention, 4) practice settings, 5) years of practice, 6) age. Understanding these relationships may ultimately inform solutions for addressing resilience, professional identity, and burnout within the OT profession.
Occupational Therapy Collaboration In Creating Accessible Theatre

Chanelle Bautista, Alyssa Cho, Jazmine Cunanan, Ariana Marino, and Miko Ramo

Sensory-friendly theatre programs aim to dismantle social participation barriers for individuals with sensory processing differences by creating a relaxed theatre experience that includes preparatory materials, environmental modifications, and specialized training (Umeda, 2017). We implemented a pilot sensory-friendly performance of Willy Wonka, Jr. in collaboration with youth actors at the Throckmorton Theatre in Mill Valley, CA on February 13th, 2022. Our program illustrates occupational therapists’ ability to collaborate with theatres and contribute knowledge on sensory processing differences and environmental modification to increase community cultural arts participation for people with disabilities and their families.
Pediatric Stroke Outcome Measures: A Systematic Review

Janice Brown, Jordan Ng, Reilly Todd, and Alyssa Vo

In collaboration with SFSU/UCSF Physical Therapy and Dominican University of California Occupational Therapy, this systematic review took a critical look at the pediatric stroke outcome measures in the current literature. By ascertaining what is currently in place,

occupational therapists as members of the interprofessional team, can better advocate for occupation centered outcome measures in research and clinical care for children and families who have experienced pediatric stroke.
Exploring the Occupational Transition of Leaving a Cult

Justine Thompson, Baylee R. Chelossi, Emily Osborn, and Christian Jan Quitoriano
Physiological Responses of Adults with Sensory Over-Responsiveness

Catherine Anne Datu, Nicholas Wing Or, Megan Melody Valentine, and Megan Jeanne Velcich

The purpose of this research study is to identify if there are physiological response patterns associated with self-reported sensory over-responsiveness (SOR) in typical adults. SOR is the most common sensory modulation disorder and negatively affects the daily experiences of those that report SOR. The first phase of the study consisted of phone interviews where participants were screened for any potential characteristics that could affect physiological function. Then, the SRQ and AASP were used in conjunction to identify low and high SOR, typical adults. The last phase utilized the Sensory Challenge Protocol, which is both standardized and randomized, to expose participants to auditory, olfactory and tactile stimuli while collecting electrodermal response (EDR) data. This research has three major findings. First, EDR differences between high and low SOR groups are not significant, however, the high SOR group had generally higher EDR for almost all stimuli. Second, there was a strong correlation for inter- stimuli EDR, informing us that each individual has a general response style to stimuli regardless of their self-report. Lastly, there is no correlation between self-reported SOR and EDR. It is hypothesized that self-reported SOR is shaped by habituation, coping skills and varying life experiences. EDR can help support the experiences of those with high SOR, however it is not sensitive enough for diagnostic/clinical purposes. Additionally, when an individual has sensitivity in one area, there is likely sensitivity in other sensory areas as well but may be masked by coping skills, habituation or modulation.
Fragile X Syndrome and Family Occupations: Sertraline Treatment via Case Studies

Decerie Mendoza, Tracy P. Ye, Martina C. Dualan, and Elena A. Javier

Current research on children with Fragile X Syndrome (FXS) lacks inclusion of qualitative outcomes on the child’s daily occupational performance. Standardized measurements are frequently utilized and provide useful information, however, can be less sensitive to change (Berry Kravis et al., 2013) and miss capturing family perspectives and improvements within meaningful occupations. This research incorporates family perspectives via semi-structured interviews to promote an in-depth understanding about FXS and its impact on child and family occupations in addition to standardized assessment scores through in-depth case study analysis. This study used a mixed method research design examining four male participants who were given sertraline in an in-depth case study analysis. Caregivers were interviewed using a semi-structured interview protocol at baseline and at six months post-treatment to discuss their child, occupations, and any potential impacts of sertraline. Baseline and post-testing standardized assessment results were compared to the occupation centered semi-structured interviews. The data was collected from a pre-existing database in a previous study determining the outcome measures of sertraline. Dedoose software was used to code for categories and themes found in the FXS family interviews. Results indicated that standardized assessments have limited sensitivity to fully capture the lived experiences of families with FXS. Standardized assessments test for performance skills that may not necessarily translate to daily occupations as reported by families. While future practitioners should use standardized assessments in their evaluations, they should also include what families report in their daily lives to fully conclude the child’s abilities to participate and engage in their daily occupations
Transition in Occupations of Refugees During Resettlement

Jennifer H. Daine, Adam A. Chan, Jacqueline-Elizabeth Cantrell, and Kimberley Keagan Banuelos

Purpose: In 2016, there were 22.5 million refugees worldwide (UNHCR, 2017). California resettled just over 5,000 of those 85,000 (Igielnik & Krogstad, 2017). Limited research has been conducted in the United States (U.S.) focusing on the refugee experience; furthermore, there is a significant gap in research regarding the impact of the refugee experience on the occupations of refugees as they transition to living in the U.S. Smith (2012) explored the adaptation of cultural weaving among Karen refugees to maintain their previous occupations and the impact of daily weaving on their lives within Western culture; however, the study focused only on work occupations. This study sought to capture the experience of refugees and the impact of their transition on a broad array of occupations. Adding to occupational science literature regarding the occupational impact of the refugee experience, as well as aiding in addressing issues of occupational justice (Townsend, & Wilcock, 2004).

Methods: This research was a qualitative-descriptive, phenomenological study. Data was collected through semi-structured interviews. Questions were guided by Person-Environment-Occupation model (Law, et al., 1996) and Transitions Theory (Blair, 2000), to address personal and cultural values, environments where occupations are performed, and occupational patterns to identify changes in meaningful occupations due to the refugee process. Participants have legal status as refugees, have been in the U.S. between one and five years, resettled in Northern California, are at least 18 years old and were not required to speak English. As this study aimed to capture a broad experience of transition and limit confounding factors influencing how the participant responded to changes in occupations, participants could be of any ethnicity, country of origin, or gender. Two participants were recruited through snowball sampling. Interviews were audio taped and transcribed. Interviews were coded using Thematic Analysis to generate common themes across cases (Braun & Clarke, 2006). Rigor was strengthened through member checks and peer review.

Findings: Through analysis of the interviews, the researchers found five major themes: contextual barriers, internal factors, adaptation, belonging, and transition. The first four themes form a loop and influence each other both positively and negatively and, ultimately, affect engagement in occupations. Transition is the theme that envelops and influences the whole. Using these five themes, the researchers developed the Transition-related Effects on Refugee Occupations (TERO) Model. Key findings include that refugees may experience more meaning and role change/loss in their occupations, rather than adoption of new occupations. Additionally, the researchers found social network to be important for positive occupational engagement throughout country transition.

Implications: As occupational therapists, the tendency towards working with refugee populations may be to focus on their transitions to new occupations. However, data from this study indicates that it may be more pertinent to address role and meaning change/loss in current occupations.
The Impact of Fall Efficacy on Occupational Performance in Community-Dwelling Older Adults

Michelle Fong, Araya Moua, Erin DeNola, and Merit Franklin

Falls are a major health concern in the older adult (OA) population. While there is research on falls and their prevention, research on how low fall efficacy (FE) impacts the occupational engagement of the OA population is limited. FE is defined as the confidence a person has in his/her ability to complete a task without falling (Tinetti & Powell, 1993). A qualitative study was conducted using a phenomenological approach to explore the lived experiences of OAs with low FE and the impact on occupational performance. Participants who scored ≤ 6 on the Modified Fall Efficacy Scale (MFES) engaged in a semi-structured interview, that explored the relationship between low FE and participation in occupations. Researchers asked open-ended questions to explore the activities impacted by participants low FE. A constant comparison method was utilized to analyze the interviews. The findings suggested that participants discontinued certain occupations due to a poor fit between the environment and the occupational challenges. However, those who experienced a good fit between the environment and the occupational challenges continued to participate in the activity using environmental modifications when needed. The occupations that had the lowest average scores on the MFES were occupations that mandated a narrow base of support (BOS) and the shifting of one’s weight. Therefore, occupational performance was impacted by the demands of the activity, the functional ability of the person, and environmental modifications.
Autism and Occupation: Video Modeling for Maker Activities

Hannah Gibeson, Kelly Yerby, Molly Smith, and Brittany Yung

Understanding the lived experiences of individuals with Autism Spectrum Disorder (ASD) using video modeling (VM) while engaging in Maker activities is an essential part of occupational therapy research. Participants in this study were four individuals with ASD recruited from a project-based studio located in San Rafael, CA, and one staff member. The qualitative portion of this study analyzed the lived experiences and perspectives of the individuals with ASD and their service provider through qualitative semi-structured interview methods. The quantitative portion of this study analyzed the effectiveness of VM for Maker activities during the activity of making a box using a machine called a ShopBot^Ⓡ. Quantitative analysis included staff assistance and client performance during standard instruction and subsequent VM intervention. Researchers found that with the VM intervention, staff assistance decreased and client performance increased. Three themes pertinent to use of the VM for the ASD population emerged; what worked, what could be changed, and where else VM could be used. VM helps individuals with ASD learn Maker activities. VM is clear, consistent, and easy to understand for individuals with ASD. Occupational Therapists can utilize VM as another method to teach individuals with ASD new skills, Maker activities, and occupations.
Assistive Technology and the Impact of Occupations

Chelsea Golding, Chantelle Bond, Vhernna Fernandez, and Eizelle Barrientos

Objective: The purpose of this research was to empirically examine the occupational impact of assistive technology - AT (with a specific focus on word prediction, text to speech and speech recognition) from the perspectives of the end user, family and school personnel (e.g. teachers, therapists & specialists) across various contexts (e.g. home, school, community).

Method: Qualitative data included semi-structured interviews, audio and video recordings, and records reviews. The data was coded and analyzed using a constant comparison method to identify themes pertaining to the occupational use of AT and thusly the impact to overall occupational performance.

Findings: Six themes were identified: people, match, features, context, facilitators and barriers. Each theme was central to the implementation of AT and occupational performance. We additionally found that there was a lack of occupational therapy (OT) involvement in the interdisciplinary AT team.

Discussion: AT has a positive impact on occupational performance and quality of life for the end user and family across contexts. Facilitators and barriers to AT were present within each prominent theme. We have proposed a theoretical model encapsulating how AT supports occupational performance. We further assert that there is a role for OT as an active member on the interdisciplinary AT team when considering the occupational impact of AT.
Measuring the Outcomes of Therapeutic Listening® in Children With Learning and Developmental Disabilities

Donielle Hair, Phoebe Taasan, Hannah Tashjian, and Julia L. Wilbarger

A practice-based evidence (PBE) approach was used to explore the outcomes of the Therapeutic Listening® technique. PBE examines how effective clinical practice is within the actual clinical context. PBE capitalizes on using customary procedures and measures to establish clinical outcomes. (Horn & Gassaway, 2010; Swisher, 2010).

Therapeutic Listening® (TL®) is a sound-based intervention broadly used by pediatric OTs as a complement to sensory integration interventions for children with sensory processing disorders.
Occupational Responses of Older Adults Following Partner Loss

Carol Huang, Jane Song, Peter Behr, and Stephanie Sterner

Spousal loss has been frequently identified as a life stressor that can greatly impede one’s ability to age at home. The purpose of this study is to identify the occupational changes that commonly result after this event and their impacts on one’s ability to age in place. This study utilized a qualitative phenomenological research design. Eight participants were recruited from an educational program for older adults and were interviewed using a semi-structured interview format. Researchers transcribed and coded all interviews to determine emergent themes. Two major categories of themes were found: occupational and intrinsic responses. The areas of occupation that were most commonly identified include: social participation, caregiving, activities of daily living, financial and household management, meal preparation, and leisure. Intrinsic responses were identified as autonomy, intrapersonal transition, and filling in time. Occupational and intrinsic responses occur transactionally and influence each other. Older adults may need to effectively address changes to both of these categories to facilitate successful aging in place after partner loss.
Exploratory Application of a Sensory Activity Schedule in Head Start Preschool

Marian Perez, Elaine Wong, and Michelle Perryman

Objective: The objective of this research is to determine whether the implementation of sensory activity schedule in a preschool classroom can increase the on-task behaviors of the students.

Methods: Three students were recruited to participate in a quantitative multiple single subject design with qualitative follow-up study. The participants performed sensorimotor activities before circle time and were monitored for frequency of their off-task behavior using a time sampling frequency data collection. Afterwards, the head teacher was interviewed to discuss the experience.

Results: Off-task behavior decreased from baseline on all three children, which supports the efficacy of sensory activity schedule in reducing off-task behavior. Cultural disconnect, classroom dynamics, and scheduling conflict were identified as barriers to successful implementation of sensory activity schedule.

Conclusion: Occupational therapists are encouraged to conduct a needs assessment before starting a research to identify potential barriers. More research is needed to determine the long-term effectiveness of sensory activity schedule in a classroom.
A Sensory-Based Program to Enhance Occupational Performance for Dementia

Naomi Grace Wong, Jacob Joseph Gantan, Ivy Annahi Torres-Flores, and Heather Anne August

Dementia is a neurological disease, causing behavioral and cognitive symptoms, that progressively impairs an individual’s ability to engage in meaningful activities. Progressive deterioration associated with dementia impacts occupational performance and independence and quality of life. Sensory based interventions, such as drumming groups, have been hypothesized to be a non-pharmacological intervention for individuals with dementia. The purpose of this study was to analyze the effects of a sensory based intervention program, in this case participation in a drumming group, on functional engagement during self-feeding for individuals with dementia. Researchers gathered data over the course of two days using the Functional Behavior Profile, Self-Feeding Questionnaire, Visual Analog Scale, and the Agitated Behavior Scale as outcome measures. The first day was a baseline day, during which participants did not participate in the drumming group. Researchers completed observational questionnaires measuring the participant’s agitation and mood prior to lunch, and during lunch. On the second day, the participants engaged in the drumming group. Agitation, mood, and function was observed before and after the drumming group, and during lunch. Mood was elevated and increased engagement was observed during the drumming group. The effect of the drumming group did not carry over into self-feeding. There was a 20 minute wait period in between the drumming group and lunch time, which may have affected the results. Recommendations for future research include the evaluation of arousal and engagement during the drumming group and its effect on occupational performance.
Fragile X Syndrome and Family Occupations: Sertraline Treatment

Tracy Ye, Decerie Mendoza, Elena A. Javier, and Martina C. Dualan

Current research on children with Fragile X Syndrome (FXS) lacks inclusion of qualitative outcomes on the child’s daily occupational performance. Standardized measurements are frequently utilized and provide useful information, however, can be less sensitive to change (Berry Kravis et al., 2013) and miss capturing family perspectives and improvements within meaningful occupations. This research incorporates family perspectives via semi-structured interviews to promote an in-depth understanding about FXS and its impact on child and family occupations in addition to standardized assessment scores through in-depth case study analysis. This study used a mixed method research design examining four male participants who were given sertraline in an in-depth case study analysis. Caregivers were interviewed using a semi-structured interview protocol at baseline and at six months post-treatment to discuss their child, occupations, and any potential impacts of sertraline. Baseline and post-testing standardized assessment results were compared to the occupation centered semi-structured interviews. The data was collected from a pre-existing database in a previous study determining the outcome measures of sertraline. Dedoose software was used to code for categories and themes found in the FXS family interviews. Results indicated that standardized assessments have limited sensitivity to fully capture the lived experiences of families with FXS. Standardized assessments test for performance skills that may not necessarily translate to daily occupations as reported by families. While future practitioners should use standardized assessments in their evaluations, they should also include what families report in their daily lives to fully conclude the child’s abilities to participate and engage in their daily occupations