Accompagnement ergothérapique de parents et d’éducatrices pour améliorer la participation d’enfants d’âge préscolaire ayant des difficultés fonctionnelles

Background: In Québec, caregivers who have concerns regarding the development of children often have difficulties accessing services in the public health care system when the child does not have a diagnosis. However, multiple studies show the positive effects of early intervention in occupational therapy to improve the children’s health, global development, participation and school transition. Occupational Performance Coaching (OPC) is a type of coaching which shows promising results for school age children with a variety of difficulties. However, OPC has not yet been studied with preschool age children. This study aims to 1) document the characteristics of preschool children with functional difficulties but no diagnosis and 2) to evaluate the effects of OPC on the children’s occupational performance according to caregivers. Method: A multiple case study was done with seven children and eleven adults, which included eight caregivers and three early childhood educators. Each case included one or two caregivers (parent, legal guardian, early childhood educator) for a total of nine respondents. The caregivers received between 4 and 9 (median=8) OPC sessions which lasted between 60 to 75 minutes at the place of their choice. Interventions goals were chosen by the adults during a semi-structured interview prior to the beginning of the coaching. Descriptive analysis were done to document the children's characteristics (motor, sensory, behavioral and functional abilities) and qualitative intra and inter-case analyses were done to evaluate the effects of the intervention (objectives). Results: All the children had functional difficulties and most of them also had motor, sensory or behavioral difficulties. An improvement in children’s occupational performance (7/9), adult’s satisfaction (8/9) and goal attainment (8/9) was observed for most respondents. Post-intervention results were maintained at three months follow-up for most cases. Conclusion: These results support the use of OPC in primary care for preschool age children with functional difficulties.

Name thesis:degree_name

M. Sc.

Level thesis:degree_level

Maîtrise

Discipline thesis:degree_discipline

Réadaptation

Grantor dc:publisher

Université de Sherbrooke

Year dc:date.issued

2020

Author dc:creator

• Gagnon, Marilyn

Advisors dc:contributor.advisor

• Jasmin, Emmanuelle
• Couture, Mélanie

• Accompagnement
• Âge préscolaire
• Parent
• Éducatrice
• Difficultés fonctionnelles
• Participation
• Rendement occupationnel
• Ergothérapie
• Coaching
• Preschool age children
• Caregivers
• Educator
• Functional difficulties
• Occupational performance
• Occupational therapy

Language dc:language.iso

fr, en

Handle dc:identifier.uri

http://hdl.handle.net/11143/17217

OAI identifier oai:identifier

oai:usherbrooke.scholaris.ca:11143/17217