衡量小学学生的学校参与度:一个范围审查
Kit Iong Tam1, Kelsey Philpott-Robinson2, Tennille Johnson3
1Kit Iong Tam, B(Occ Thy) (Hons), is Honors Student, Occupational Therapy, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, New South Wales, Australia.
概括
职业治疗师在衡量小学生的学校参与度方面缺乏共识. 本次审查确定了各种方法,强调了需要验证的工具来支持儿童的学术和心理健康结果.
科学领域:
- 儿科职业治疗 儿科职业治疗
- 教育心理学教育心理学
- 儿童发展 儿童发展
背景情况:
- 学校的参与对于孩子的学业成功和心理健康至关重要.
- 职业治疗从业者旨在支持学生取得学校成绩并保持心理健康.
- 目前用于测量职业治疗师对小学学生的学校参与度的方法尚未明确定义.
研究的目的:
- 系统地识别和描述现有的衡量方法,以衡量小学年龄儿童的学校参与.
- 为职业治疗实践提供有关学校参与度评估的信息.
主要方法:
- 一个系统的范围审查,以系统性审查的首选报告项目和扩展范围审查的元分析 (PRISMA-ScR) 为指导.
- 在PsycINFO,Eric,CINAHL和A+教育数据库中对2015年至2021年间发表的研究进行了搜索.
- 两名审查员选了标题/摘要,一名审查员进行了全文选和数据提取.
主要成果:
- 该审查包括125项研究,揭示了各种测量方法,包括自我报告,观察,教师报告和护理人员报告.
- 学校参与的行为方面是最常测量的.
- 包括的研究主要来自教育和心理学领域,没有特定的职业治疗专用出版物.
结论:
- 在文献中提供了各种各样的学校参与措施,但对于职业治疗实践的验证工具没有建立共识.
- 本次审查增强了职业治疗从业者对学校参与的重要性和小学学生可用的评估工具的范围的理解.
- 这些发现支持扩大职业治疗的实践范围,以解决学校参与的问题.
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