The research will aim to understand the effect of the contextual intervention on Julia’s engagement in school activities, behavioral organization, the frequency of self-initiated social interactions, and the range of occupational responses in the areas of play, social interactions, and leisure activities. The research will also assess the effect of the contextual intervention on the teacher’s experiences and the culture of the classroom. The Children's Assessment of Participation and Enjoyment (CAPE) and Preferences for Activities of Children (PAC), a time geographic study using direct observation, and voice diary by the teacher will be used to collect baseline data.
The Children's Assessment of Participation and Enjoyment (CAPE) and Preferences …show more content…
Julia’s mother was contacted for the interview; however, she did not return the call. Julia’s overall Diversity (12) and Intensity (.8) scores are low. In contrast, her overall With Whom (2.5), Where (2.5), and Enjoyment (3.1) scores are in the moderate range. The low scores on the Intensity and Diversity indicate a the lack of variety in her occupations. Furthermore, she does not spend sufficient time on occupations of play and leisure activities. In addition, her scores on the PAC show a preference for recreational activities. Her diversity score was highest on the recreational activities. However, as the assessment was completed in collaboration with the teacher the results of the CAPE and PAC do not reflect the true occupational participation performance.
In addition to CAPE and PAC, a time geographic study using direct observation for one day will be used to assess the contextual influence on Julia’s time use and engagement of activities during her school day. The frequency and duration of engagements in occupations, stereotyped and disruptive behaviors, and the self-initiated social interaction will be documented as a part of the …show more content…
In addition, the individual’s daily activities reflect their interests, experiences, and orchestration of occupations. Therefore, engagement in occupations reflects the time use, experiences generated from engagement in activities, and the reasons for conducting activities at a particular time. Time Use and Time Diary Research (Kimberly Fisher, Jonathan Gershuny). The time geography approach is based on the belief that performance of activities requires the allocation of natural (personal context) and social (social context) resources, objects, time (temporal context), and space (physical context). The constraints in the forms capacity, coupling, authority, and movement influence the individual participation in activities, occupations and performance in that contextual setting. Therefore, the time geographical approach helps to understand how individuals use the resources within their contextual settings to conduct daily activities. The contextual constraints and the individual’s previous experiences influence the availability of the opportunities to carry out meaningful occupations. Due to the availability of the resources during the school day and Julia’s person system deficits, the direct observation method was chosen for the time geography study. Although the presence of an observer in the room may influence the Julia’s
The Children's Assessment of Participation and Enjoyment (CAPE) and Preferences …show more content…
Julia’s mother was contacted for the interview; however, she did not return the call. Julia’s overall Diversity (12) and Intensity (.8) scores are low. In contrast, her overall With Whom (2.5), Where (2.5), and Enjoyment (3.1) scores are in the moderate range. The low scores on the Intensity and Diversity indicate a the lack of variety in her occupations. Furthermore, she does not spend sufficient time on occupations of play and leisure activities. In addition, her scores on the PAC show a preference for recreational activities. Her diversity score was highest on the recreational activities. However, as the assessment was completed in collaboration with the teacher the results of the CAPE and PAC do not reflect the true occupational participation performance.
In addition to CAPE and PAC, a time geographic study using direct observation for one day will be used to assess the contextual influence on Julia’s time use and engagement of activities during her school day. The frequency and duration of engagements in occupations, stereotyped and disruptive behaviors, and the self-initiated social interaction will be documented as a part of the …show more content…
In addition, the individual’s daily activities reflect their interests, experiences, and orchestration of occupations. Therefore, engagement in occupations reflects the time use, experiences generated from engagement in activities, and the reasons for conducting activities at a particular time. Time Use and Time Diary Research (Kimberly Fisher, Jonathan Gershuny). The time geography approach is based on the belief that performance of activities requires the allocation of natural (personal context) and social (social context) resources, objects, time (temporal context), and space (physical context). The constraints in the forms capacity, coupling, authority, and movement influence the individual participation in activities, occupations and performance in that contextual setting. Therefore, the time geographical approach helps to understand how individuals use the resources within their contextual settings to conduct daily activities. The contextual constraints and the individual’s previous experiences influence the availability of the opportunities to carry out meaningful occupations. Due to the availability of the resources during the school day and Julia’s person system deficits, the direct observation method was chosen for the time geography study. Although the presence of an observer in the room may influence the Julia’s