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Research Article  |   January 2000
Parental Hopes for Therapy Outcomes: Children With Sensory Modulation Disorders
Author Affiliations
  • Ellen Cohn, ScD, OTR/L, FAOTA, is Lecturer, Boston University, Sargent College, 635 Commonwealth Avenue, Boston, Massachusetts 02215
  • Lucy Jane Miller, PhD, OTR, Assistant Professor, University of Colorado Health Sciences Center, Department of Pediatrics, Denver, Colorado
  • Linda Tickle-Degnen, PhD, OTR/L is Assistant Professor, Department of Occupational Therapy, Boston University, Sargent College of Health and Rehabilitation Services, Boston, Massachusetts
Article Information
Rehabilitation, Participation, and Disability / Sensory Integration and Processing / Parenting
Research Article   |   January 2000
Parental Hopes for Therapy Outcomes: Children With Sensory Modulation Disorders
American Journal of Occupational Therapy, January/February 2000, Vol. 54, 36-43. doi:10.5014/ajot.54.1.36
American Journal of Occupational Therapy, January/February 2000, Vol. 54, 36-43. doi:10.5014/ajot.54.1.36
Abstract

Objective. Understanding parents’ hopes for therapy outcomes is essential to family-centered care. This qualitative study explored parents’ points of view regarding their hopes for the outcomes of occupational therapy using a sensory integration treatment approach.

Method. Data were collected as part of a larger research project on the effectiveness of rehabilitating children who have sensory modulation disorders. Five interviews were randomly selected from 17 parent interviews conducted in the larger study. Data were analyzed using grounded theory methods.

Findings. Three themes pertinent to the occupations of children and two themes related to the occupations of parenting and sustaining family life emerged. Child-focused outcomes include social participation, self-regulation, and perceived competence. Parent-focused outcomes include learning strategies to support children and obtaining personal validation.

Discussion. Interventions are proposed that relate to children’s participation in contexts in which they live, learn, and play, as well as the support of parents in the occupations of parenting.