ABSTRACT #14 Abstract title: Stigma: A barrier to healthy

ABSTRACT #14
Abstract title: Stigma: A barrier to healthy occupation
Abstract focus: Practice
Session type: Paper
Category: Non specific to client group
Author: Joyce Tryssenaar
Introduction: In Goffman’s (1963) work, stigma is conceived as a mark that communicates something
unusual and bad about the moral status of an individual or group. Stigma spoils identity, narrowing
others’ attention to a single undesirable attribute. This paper will examine stigma as a barrier to healthy
occupation and how it affects the lives and choices of persons with disabilities. Objectives: Participants
will understand the concepts of stigma and discrimination and learn about methods of combating stigma.
Recognition of stigma in occupational therapy practice will also be considered. Approach: Demoralization, limited employment and inadequate income, social isolation, low self esteem, and restricted quality
of life often are consequences of the negative sequelae of stigma and/or discrimination. Current theories
of stigma will be explored situated in clients’ stories and experiences from research and practice. Practice
Implications: One important aspect of eliminating barriers to healthy occupations for the individuals
with whom we work is that of reducing stigma in our workplaces and our personal and/or professional
lives. Conclusions: Understanding stigma, considering our own biases, and developing action oriented
strategies to eradicate stigmatizing environments are essential components of client-centred occupational
therapy practice.
Reference List
1) Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. Englewood Cliffs, NJ:
Prentice-Hall.
Strengths
Comments for Improvement
• Well written – clear.
• Good/appropriate use of references. The work of
Goffman is central to the conceptualization of stigma.
• Takes an established topic area and applies it in a new
way – and links it to occupation.
• Introduction is particularly strong. Defines the concept
and provides a context for the description of the presentation content.
• Good use of specific objectives.
• Practice implications are well written.
• Strong finish – pulls all content together.
• Use of personal pronouns
• Use of passive voice. Active
voice is stronger.
Tips for Preparing Abstracts
ABSTRACT #54
Abstract title: Cognitive changes in multiple sclerosis: An interactive case discussion
Abstract focus: Practice
Session type: Extended discussion
Category: Adult physical health
Author: Eynat Shevil
Introduction: Cognitive changes occur in up to 70% of persons diagnosed with multiple sclerosis (MS) [1].
These changes have a significant impact on performance areas across multiple life roles [2-4]. The clinical presentation of cognitive changes in MS is unique given the progressive nature of the disease and the interaction
between cognitive impairments and other MS symptoms. Objectives: To provide evidence-based information
on the evaluation and treatment of cognitive changes in MS. Approach: The presentation will include a
description of the cognitive profile seen in MS clients and MS-specific assessments that can be used by occupational therapists to evaluate the impact of cognitive changes on occupational performance. Illustration of this
content along with application of cognitive intervention strategies for MS clients will be discussed through
interactive case samples. Practice Implications: Although clients with MS are referred to occupational therapy,
cognitive changes may go undetected and untreated. During this session participants will become familiar with
cognitive evaluation tools and treatment methods that can be used with MS clients to guide client-centred
interventions and increase independent functioning. Conclusions: This session will facilitate understanding of
cognitive changes in MS and the application of evidence-based practice to address these challenges.
Reference List
1) Brassington, J.C., & Marsh, N.V. (1998). Neuropsychological aspects of multiple sclerosis.
Neuropsychology Review, 8(2), 43-72. 2) Rao, S.M., Leo, G.J., Bermardin, L., & Unverzegt, F. (1991).
Cognitive dysfunction in multiple sclerosis. I. Frequency, patterns and prediction. Neurology, 41, 685-691.
3) Mansson, E., & Lexell, J. (2004). Performance of activities of daily living in multiple sclerosis. Disability
and Rehabilitation, 26(10), 576-585. 4) Shevil, E., & Finlayson, M. (2006). The experience of managing
cognitive impairments among persons with multiple sclerosis. Israeli Journal of Occupational Therapy,
15(1), E5-E22.
Strengths
Comments for Improvement
• Effective introduction. Provides specific information
and links concepts.
• Practice implications are clear – practically oriented
session.
• Session objectives (how it will be facilitated) is
indicated. Are specific and clear.
• Clearly written, easy to understand.
• Conclusion is direct.
• Use of references to support the importance of this issue
• Referencing style and number.
Should try to keep references to a
minimum of 2-3.
• Passive voice.
• Would be helpful to have more
information on methods used to
develop cognitive profile of clients.
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ABSTRACT #154
Abstract title: On-line communities of practice: An innovative way to network
Abstract focus: Professional issues
Session type: Poster
Category: Non specific to client group
Author: Brenda Head
Introduction: Online communities of practice connect occupational therapists who share a passion or
common interest in a topic. Therapists exchange information, discuss clinical issues, share expertise and
develop scholarly practice by interacting on a regular basis using web based technology. Objectives: To
share our experience to date with establishing and evaluating online communities of practice and to stimulate interest in communities of practice as a way to enhance scholarly practice through the use of web
based technology. Approach: The rationale, objectives, benefits and challenges as well as the process and
technology used to establish online communities of practice will be presented in the poster presentation.
Practice implications: Communities of practice are an innovative way to network with individuals who
share a common interest about a topic, provide mutual support, and develop knowledge and expertise by
interacting regularly. Communities of practice support best practice by mapping knowledge and identifying gaps within an environment of mutual support. Communities of practice are based on collegial relationships and these relationships help support professional confidence and best practice. Conclusions:
Online communities of practice are an ideal structure to facilitate the exchange and development of
knowledge within a virtual practice group.
Strengths
Comments for Improvement
• Clearly written. Introduces a new term “communities
of practice” but defines what these are within the first
couple of sentences.
• Objectives are clear.
• Approach is well described.
• New/emerging area of interest - addresses issues of
evidence based practice, networking, etc.
• Appropriate for poster as would allow discussion on
topic
• Applicable to wide area of practice – could replicate
this process in any area
• Communities of practice could
have been better defined – is this an
email distribution group?
• Use of personal pronouns
Tips for Preparing Abstracts
ABSTRACT #172
Abstract title: Proposal for a multi-sensory handwriting study
Abstract focus: Research
Session type: Poster
Category: Child/adolescent general
Author: Alanna Derkach, Gwen Roberts, and Melissa Myers
Introduction: Handwriting difficulties are one of the most frequent reasons for referral to school-based
occupational therapy. Several occupational therapists and teachers are using, Handwriting Without Tears®
(Olsen, 2003), a multi-sensory handwriting program. However there are no published studies examining
it’s effectiveness. Objectives: The purpose of the proposed study is to determine if the program
Handwriting Without Tears® is effective in improving the quality and speed of printing in grade one students. Furthermore, the study will determine if students perceive gains in their printing skills. Methods:
This quasi-experimental study will use a crossover design whereby two groups of grade one students
receive intervention at different times. The intervention consists of an inservice to teachers on
Handwriting Without Tears®, followed by teacher instruction using this program. Data will be collected at
three periods using the Minnesota Handwriting Assessment and a modified version of the Canadian
Occupational Performance Measure. Practice Implications: The proposed study will provide information
on whether Handwriting Without Tears is an effective tool and the implications for occupational therapy
intervention. Conclusions: Occupational therapists need to evaluate the efficacy of the tools used and
recommended within their pratice. Results may help develop health promotion and influence educational
system policies.
Reference List
1) Olsen, Jan. (2003). Handwriting Without Tears®. Cabin John, MD.
Strengths
Comments for Improvement
• Appropriate use of reference.
• Clearly written, objectives of study are clear. Methods
are well described. Link to practice is outlined.
• This is entirely a proposed project
rather than one in progress or
completed, however the authors
are upfront about this.
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ABSTRACT #292
Abstract title: Pursuing post-professional graduate studies while practicing: Factors to consider
Abstract focus: Education
Session type: Extended discussion
Category: Non specific to client group
Author: Mary Clark, Sue Stanton and Joyce Tryssenaar
Introduction: Many factors influence practicing occupational therapists’ decisions to pursue postgraduate studies. Careful examination of needs, learning styles and barriers assists therapists considering
graduate work to choose a program that fulfills their objectives for advanced studies. Objectives:
Participants will become aware of factors affecting a decision to pursue graduate education, consider and
reflect upon their learning needs, and consider ways to overcome barriers to continuing their studies.
Methods: The session will begin with brief presentations from current graduate students and faculty
involved in curriculum development and learner support for three different programs. In small groups
participants will analyse and discuss their interest and suitability for research-focused, practice-based
and/or online programs. Practice Implications: With a move to master’s entry-level many baccalaureatelevel therapists are interested in acquiring the knowledge and skills that provide them with the same
advanced credential as new therapists. Enabling therapists to determine preferences and suitability will
encourage more therapists to pursue advanced studies and thereby advance the profession’s knowledge
base and enhance practice outcomes. Conclusion: Committing to graduate studies takes careful
consideration. Understanding the options available and matching them with one’s own needs can
enhance decision-making.
Strengths
Comments for Improvement
• Clearly written abstract
• Wide spread appeal likely.
• Excellent introduction. Introduces key concepts that
are picked up later in abstract.
• Objectives listed in a logical sequential manner.
• Practice implications are strong and immediately
relevant to the audience.
• Methods of facilitating session are outlined – as an
attendee I would have a good sense of what this session
would entail.
• Great conclusion. Links back to the introduction.
Tips for Preparing Abstracts
ABSTRACT #300
Abstract title: Floor time play with preschoolers with autism in a specialized daycare setting
Abstract focus: Research
Session type: Paper
Category: Child/adolescent psychosocial health
Author: Rose Martini
Introduction: Floor time play (FTP) seeks to develop a child’s abilities to play and relate socially. FTP is
used by occupational therapists, however little evidence exists as to its effectiveness. This study took place
in a daycare that provides services to preschool children identified with Autism. Objectives: An ABA
single subject design was used to determine whether FTP during occupational therapy intervention
resulted in changes in i) awareness of others, ii) self-stimulation, iii) play level, iv) initiation of and v)
response to a circle of communication, during free play in the daycare. Methods: Three children were
videotaped during 10-minute free play periods. The phases comprised of 12 baseline, 17 intervention,
and 7 return-to-baseline sessions. Pre-defined behaviors were identified for each child and coded from
randomized videotapes. Excellent inter-rater reliability was obtained for each of these behaviors. Results:
Visual analysis and the C-statistic were used to compare pre-defined behaviors in each phase. One child
improved in all noted behaviors, except self-stimulation, while two children improved in at least one
behavior. Conclusion: For all participants, FTP during occupational therapy intervention seemed to
contribute to at least one behavior change during free play. Study limitations and anecdotal observations
will also be discussed.
Strengths
Comments for Improvement
• Clearly written abstract – very clear what this project
was about - what they did and how they analyzed the
data. Comprehensive.
• Contribution to evidence based practice is evident.
• Clearly describes population and setting so audience
can judge relevance to their practice.
• Main variables of study clearly defined.
• Tidy results. Statistical method for comparison is listed
and is appropriate for the design.
• Statistics would fit better in
Methods section.
• The first sentence of “Objectives”
should likely have been in the
“Methods” section.
• Conclusion could be stronger.
Use of “seemed to” doesn’t inspire
confidence. Last sentence is not a
conclusion and is not necessary.
Tips for Preparing Abstracts
ABSTRACT #
Abstract title: Validation française de la Mesure canadienne du rendement occupationnel
Abstract focus: Recherche
Session type: Conférence
Category: Personnes âgées santé physique/Clinique Communauté
Author: Martine Brousseau
Introduction : Le besoin de validation des instruments de mesure utilisés autant pour la recherche et
pour le travail clinique en ergothérapie est justifié depuis longtemps. Le Canadian Occupational
Performance Measure n’échappe pas à ce processus de validation. L’introduction indique clairement
l’importance de cette étude Objectif : L'objectif de cet exposé est de présenter les résultats empiriques de
la validation française de cet instrument de mesure réalisée auprès de 2 échantillons de participants.
Méthode/approche : La méthode utilisée se base sur les travaux de Vallerand (1989). Pour ce, l’exposé
comprend notamment une brève recension des écrits sur la qualité métrologique de l'instrument, des
explications quand aux étapes pour la validation française (traduction inversée, pré-test, etc.) et la méthode de cueillette de données auprès des participants. Résultats : Les coefficients de fidélité et de validité
interne obtenus auprès des 2 échantillons retenus sont présentés. Conclusion : L’exposé fait valoir que
l'instrument conserve des qualités acceptables au plan de la recherche et qu'au plan des interventions
auprès de clientèles gériatriques en ergothérapie, elle présente certains avantages insoupçonnés. Une
attention particulière est apportée au sens que revêt en clinique l’utilisation du vocabulaire auprès des
clientèles. La direction générale des résultats/de la conclusion est bien résumée
Reference List
Ces references ne sont pas nécessaires – pas cite dans le texte
1) Bosch, J. (1995). The reliability and validity of the Canadian Occupational Performance Measure.
Mémoire de maîtrise inédit, McMaster University, Hamilton, Ontario. 2) Brousseau, M. (2001) Relations
entre le rendement occupationnel subjectif, l’efficience cognitive et l’efficacité personnelle chez des personnes de 60 ans et plus aux prises avec des modifications abruptes de leurs capacités physiques. Thèse de
doctorat en Éducation. Université du Québec à Trois-Rivières en collaboration avec erformance measure.
Canadian Journal of Occupational Therapy, 67, 22-30. 6) Vallerand, R. (1989). Vers une méthodologie de
validation trans-culturelle de questionnaires psychologiques: Implications pour la recherche en langue
française. Canadian Psychology, 30, 662-680.rosis. Neuropsychology Review, 8(2), 43-72. 2) Rao, S.M., Leo,
G.J., Bermardin, L., & Unverzegt, F. (1991). Cognitive dysfunction in multiple sclerosis. I. Frequency, patterns and prediction. Neurology, 41, 685-691. 3) Mansson, E., & Lexell, J. (2004). Performance of activities
of daily living in multiple sclerosis. Disability and Rehabilitation, 26(10), 576-585. 4) Shevil, E., &
Finlayson, M. (2006). The experience of managing cognitive impairments among persons with multiple
sclerosis. Israeli Journal of Occupational Therapy, 15(1), E5-E22.
Tips for Preparing Abstracts
2007 - ABSTRACT #134 - 43.33 will be presented in English
Abstract title: Participation sociale après un accident vasculaire cérébral :
comparaison des perceptions patients-aidants
Abstract focus: Recherche
Session type: Affiche
Category: Personnes âgées général
Author:Valérie Poulin
Introduction : Pour dresser le portrait complet du fonctionnement des personnes ayant subi un accident
vasculaire cérébral (AVC), il est utile d’inclure une évaluation de leurs perceptions de leur participation
sociale avec un questionnaire validé. Jusqu’à maintenant, les personnes ayant des problèmes cognitifs ont
été exclues des études sur la participation, réduisant la généralisation des résultats. L’introduction présente
clairement la pertinence de cette étude Objectif : Vérifier si les réponses d’un proche-aidant peuvent être
utilisées avec confiance dans l’estimation de la participation des personnes avec un AVC. Objectif claire,
simple, et directe Méthodologie : Quarante personnes de 50 ans ou plus, ayant subi un AVC et sans
atteinte cognitive significative, ont été recrutées ainsi qu’un proche-aidant pour chacune. En entrevue
individuelle, les participants répondaient au questionnaire Mesure des habitudes de vie(1), évaluant douze
domaines d’activités courantes et de rôles sociaux du modèle Processus de production du handicap(2). La
concordance des réponses des deux groupes de sujets était mesurée avec le coefficient de corrélation intraclasse (CCI). La méthodologie est clairement décrite, présentant assez de détails pour pouvoir évaluer la
validité de l’étude Résultats: Une concordance modérée à très bonne a été obtenue [CCI: 0,82 pour le score
total, 0,87 pour le sous-total des activités courantes et 0,73 pour celui des rôles sociaux]. Conclusion : Ces
résultats appuient le recours au proche-aidant pour documenter la participation de personnes avec un
AVC incapables de répondre elles-mêmes.
Reference List
1. Fougeyrollas, P., Noreau, L., & St-Michel, G. (2002). Life Habits measure – Shortened version (LIFE-H
3.1). CQCIDIH: Lac St-Charles, Québec, Canada. 2. Fougeyrollas, P., Noreau, L., Bergeron, H., Cloutier,
R., Dion, S.A., & St-Michel, G. (1998). Social consequences of long term impairments and disabilities:
conceptual approach and assessment of handicap. International Journal of Rehabilitation Research, 21(2),
127-141.
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2007 - ABSTRACT #189 - 43.33
Abstract title: L’utilisation des centres de jour par les personnes âgées
Abstract focus: Pratique
Session type: Affiche
Category: Personnes âgées générale
Author: Jacinthe Savard
Introduction : Les centres de jour visent le maintien à domicile des personnes âgées fragiles. Lorsque
dirigé vers ce service, une grande partie de la clientèle participe avec assiduité, alors que d’autres quittent
après quelques semaines seulement ou participent irrégulièrement, le service ne semblant pas répondre à
leurs besoins. Une meilleure connaissance des caractéristiques des utilisateurs aidera à mieux répondre
aux besoins. Objectif : Décrire les caractéristiques des utilisateurs de centre de jour parmi une clientèle
âgée vulnérable, ainsi que les activités qui leur sont offertes. Méthodes : Analyse secondaire de données
recueillies par le projet de démonstration Système intégré pour personnes âgées expérimenté de 1999 à
2001, incluant des analyses de régressions logistiques pour identifier les déterminants de l’utilisation.
Résultats : On observe, entre autres, que le niveau d’éducation influence l’utilisation ; le coût des services
crée une contrainte qui peut réduire l’accès au centre de jour ; les hommes et les femmes n’utilisent pas le
service de la même façon. Le lien entre l’objectif de l’étude, la méthodologie choisie, et les résultats est
évident et facile à suivre Conclusion : Ces résultats peuvent être utiles à l’ergothérapeute qui travaille en
centre de jour ou qui y dirige des clients. Ils fournissent des pistes à explorer pour mieux comprendre les
attentes des divers groupes d'utilisateurs. L’auteur redirige ici le lecteur à la pertinence de l’étude pour ceux
travaillant avec cette population
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