DISCUSSION RESPONSES 1
Part 1- Jessalyn
Indeed,occupational therapists must consider their knowledge of practicetheories during decision-making. Different models provide a guide onwhich interventions are based (Case-Smith, 2015).
The socialcognitive theory focuses on factors within the child’s environment.In this regard, observing the behaviors of other people has animmediate impact on the client (Case-Smith & O’Brien, 2014). Inmany instances, children acquire an understanding of the worldthrough the punishments and rewards that accrue to their peers.Consequently, they are more inclined to adopt acceptable forms ofconduct. In particular, the coping model enables a child to respondto challenges within their immediate environment (Case-Smith, 2015).It may be proper to allow the child to select and design the natureof social experiences (Arbesman, Lieberman, & Berlanstein, 2013).The PEO model can also be used to enhance the child’s participationin social activities. In this respect, the occupational therapistconsiders the environmental influences that have an impact on theindividual.
Part 2- Jessalyn
Indeed, aquasi-experimental design would suffice to examine the researchquestion. The control group has to be maintained at optimalconditions to provide a baseline for comparison. Thequasi-experimental design ensures that outcomes and measurements donot use random assignments (DePoy & Gitlin, 2016). Therefore, thenon-equivalent control design group would be categorized under theresearch method. Notably, the latter approach would be fitting forthe question due to several reasons. Firstly, it guarantees the useof several comparison groups. In addition, subjects are not randomlyassigned (DePoy & Gitlin, 2016). Consequently, an occupationaltherapist could enhance their practice by focusing on comparativechanges between the different groups. Furthermore, the non-equivalentcontrol design method provides knowledge for clinical guidance andfurther inquiry (DePoy & Gitlin, 2016). Improvements in the careof dementia patients will be manifested in therapy outcomes.
Arbesman, M., Lieberman, D., & Berlanstein, D.R. (2013). Method for the systematic reviews on occupational therapyand early intervention and early childhood services. AmericanJournal of Occupational Therapy, 67(4),389-394.
Case-Smith, J. (2015). Foundationsand Practice Models for Occupational Therapy with Children.Occupational therapy for children and adolescents(7th ed., pp.27-64). St Louis, MI: Elsevier Mosby.
Case-Smith, J., & O`Brien, J. C. (2014).Occupational therapy for children andadolescents. St. Louis, Missouri:Elsevier Health Sciences.
DePoy, E., & Gitlin, L. N. (2016). Experimental-Type Designs.Introduction to research: Understanding and applying multiplestrategies (5th ed., pp. 134-157). St. Louis, MI: Elsevier Mosby.