Research Article  |   July 2013
Method for the Systematic Reviews on Occupational Therapy and Early Intervention and Early Childhood Services
Author Affiliations
  • Marian Arbesman, PhD, OTR/L, is Consultant, AOTA Evidence-Based Practice Project; President, ArbesIdeas, Inc., 19 Hopkins Road, Williamsville, NY 14221; and Adjunct Assistant Professor, Department of Rehabilitation Science, University at Buffalo, State University of New York; ma@ArbesIdeas.com
  • Deborah Lieberman, MSHA, OTR/L, FAOTA, is Director, AOTA Evidence-Based Practice Project, and Staff Liaison to the Commission on Practice, American Occupational Therapy Association, Bethesda, MD
  • Debra R. Berlanstein, MLS, AHIP, is Associate Director, Hirsh Health Sciences Library, Tufts University, Medford, MA
Article Information
Early Intervention / Evidence-Based Practice / Pediatric Evaluation and Intervention / Special Issue on Occupational Therapy and Early Intervention/Early Childhood
Research Article   |   July 2013
Method for the Systematic Reviews on Occupational Therapy and Early Intervention and Early Childhood Services
American Journal of Occupational Therapy, July/August 2013, Vol. 67, 389-394. doi:10.5014/ajot.2013.007039
American Journal of Occupational Therapy, July/August 2013, Vol. 67, 389-394. doi:10.5014/ajot.2013.007039
Abstract

Systematic reviews of literature relevant to early intervention and early childhood services are important to the practice of occupational therapy. We describe the five questions that served as the focus for the systematic reviews of the effectiveness of occupational therapy interventions in early intervention and early childhood services. We include the background for the reviews; the process followed for each question, including search terms and search strategy; the databases searched; and the methods used to summarize and critically appraise the literature. The final number of articles included in each systematic review; a summary of the themes of the results; the strengths and limitations of the findings; and implications for practice, education, and research are presented.