Marian Arbesman, Deborah Lieberman; Methodology for the Systematic Reviews of Occupational Therapy for Children and Adolescents With Difficulty Processing and Integrating Sensory Information. Am J Occup Ther 2010;64(3):368-374. doi: 10.5014/ajot.2010.09068.
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© 2016 American Occupational Therapy Association
Systematic reviews of literature relevant to children and adolescents with difficulty processing and integrating sensory information are important to the practice of occupational therapy in this area. This article explains the five questions that were developed and served as the focus for these reviews: neuronal plasticity, subtyping, sensory integration and non–sensory integration occupational therapy interventions, and occupational performance for this population. Presented are 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 results of the review, the strengths and limitations of the review, and implications for practice, education, and research are described.
Neuroscience: What is the neurophysiologic evidence that using a sensory-based approach in occupational therapy with children and adolescents will be effective?
Neuroscience–subtyping: What is the evidence for the existence of different types of SI and sensory processing problems in children and adolescents?
Occupational therapy SI intervention: What is the effectiveness of SI interventions (including the effect of context) to create, promote, establish, restore, maintain, modify, and prevent future limitations in activities of daily living (ADLs), instrumental activities of daily living (IADLs), education and transition, play and leisure, and social participation in children and adolescents whose sensory processing patterns are interfering with everyday life participation?
Occupational therapy non-SI intervention: What occupational therapy interventions (including the effect of context) are effective to create, promote, establish, restore, maintain, modify, and prevent future limitations in ADLs, IADLs, education and transition, play and leisure, and social participation in children and adolescents whose sensory processing patterns are interfering with everyday life participation?
Occupational performance: What kinds of difficulties do children and adolescents with problems in SI and sensory processing demonstrate in ADLs, IADLs, education, work and transition, play and leisure, and social participation?
Participants demonstrated (through observation or assessment) limitation in occupational performance.
A comparison group included participants with relevant diagnostic categories or a sensory processing deficit affecting performance.
Descriptive articles included data on performance deficits in areas of occupation.
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