ABSTRACTS OF PLATFORM PRESENTATIONS OCCUPATIONAL THERAPY RESEARCH SYMPOSIUM SYMPOSIUM, 2011 DOES VIEW MATTER? THE EFFECT OF IMAGERY PERSPECTIVE ON OCCUPATIONAL PERFORMANCE IN INDIVIDUALS POST STROKE
EVALUATING THE EFFECT OF MENTAL PRACTICE PERSPECTIVE ON LEARNING A MOTOR SKILL J Jennifer if B Becker, k P Pam C Caine, i F Fara R Rose, Eli Elisa Rotonda, R t d Stephanie St h i Soo S
Dawn M. Nilsen, EdD, OTR Class of 2011, Movement Science at Teachers College Advisors: Dr. Glen Gillen and Dr. Andrew Gordon Recent reviews of the literature suggest gg mental practice ((MP)) combined with conventional therapies is effective at improving upper limb recovery after stroke. However, it remains unknown whether instruction for imagery perspective is an important variable to consider when administering mental practice interventions. Objective: The primary aim of this study was to determine whether the visual imagery perspective adopted during mental practice differentially impacts performance outcomes after stroke. Methods: Nineteen individuals with a single unilateral stroke were randomly allocated to one of two experimental groups or a control group. All groups received OT (30 minutes/2x week/6 weeks). The experimental groups received guided mental practice of common functional tasks from either an internal or an external imagery perspective; the control group received relaxation imagery. Participants were pre and post-tested on the following outcome measures: Fugl-Meyer Motor Assessment (FMA), Jebsen-Taylor Test of Hand Function (JTTHF), and the Canadian Occupational Performance Measure (COPM). Results: At baseline there were no statistically significant differences between the groups on any of the outcome measures. A post-test, only At l the h internal i l and d externall mentall practice i groups showed statistically significant improvements on the FMA and JTTHF. All groups improved on the COPM. Conclusion: Results suggest MP combined with OT is effective at improving upper limb recovery after stroke, but it does not appear to have an additive effect at the self-perception level y Perspective p does not appear pp to be an important p of analysis. variable for mental practice interventions, as both the internal and external perspectives produced comparable results.
Advisor: Dr. Glen Gillen Objective: To determine the effectiveness of two methods of mental practice (MP), first person and third person perspective, compared to a control group on learning a novel motor task via a randomized control trial. Methods: Forty-eight healthy adults from Columbia University Medical Center were tested to evaluate the effectiveness of two MP perspectives while learning a novel motor task: putting a golf ball into a hole on an indoor putting green. green Motor learning was assessed using accuracy and employed two experimental groups: MP intervention using first person perspective and MP intervention using third person perspective. A third control group received progressive relaxation without MP. All participant groups engaged in physical practice of the motor task. Results: A Wilcoxon signed ranks test showed a significant difference (p =.046) between the pretest and posttest scores in only the internal perspective group. Post hoc analysis further revealed that the internal view group was significantly different than the control group (p =.023) C Conclusion: l i R Results lt confirmed fi d that th t subjects bj t who h employed l d MP using i the th first fi t person perspective ti achieved hi d a greater ability to learn a novel motor task as indicated by posttest results than did subjects who employed MP from the third person perspective or those who did not use MP.
A COLLEGE TRANSITION PROGRAM FOR STUDENTS WITH HIGH FUNCTIONING AUTISM: EXAMINING FACE VALIDITY AND STUDENT SATISFACTION Carolina Ferrer, Liza Gill, Rosa Kessler, and Rachel Silverman Advisor: Dr. Sabrina Salvant Objective: The purpose of this study was to acquire information necessary to develop an effective college transition program for students with high functioning autism (HFA). Adolescence with HFA have a unique set of challenges that result in a more difficult transition to college than typical adolescence. Research indicates that programs that directly address this issue are lacking. The outcome of students transitioning without a program is a high dropout rate after their first year. Methods: The study conducted three focus groups. Each group identified specific areas of need where adolescence with HFA struggle most during their transition. The focus groups were further transcribed and results were derived based on the number of times an area was mentioned and the duration of time each area was discussed. groups p included organization g skills, p psychosocial y challenges, g Results: The areas identified byy the focus g family participation, academic experience, and increased independence. It was recommended that the future transition program be experiential and learn-by-doing. Conclusion: The areas indicated in the results will guide the development of a college transition program for students with HFA.