Systematic Review of Occupational Therapy Interventions to Enhance Cognitive Development in Children 0-5 Years: Part 1, Identified Diagnoses

Autor/inn/en	Frolek Clark, Gloria; Niblock, Jayna; Crane Vos, Taylor; Lieberman, Deborah; Hunter, Elizabeth G.
Titel	Systematic Review of Occupational Therapy Interventions to Enhance Cognitive Development in Children 0-5 Years: Part 1, Identified Diagnoses
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 14 (2021) 4, S.466-485 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2021.1959480
Schlagwörter	Occupational Therapy; Intervention; Cognitive Development; Infants; Toddlers; Preschool Children; Executive Function; Evidence Based Practice; Program Effectiveness; At Risk Persons; Environmental Influences; Child Development; Premature Infants; Technology Uses in Education; Attention Deficit Hyperactivity Disorder; Autism; Pervasive Developmental Disorders; Down Syndrome; Intellectual Disability; Early Intervention; Literacy Education; Cerebral Palsy; Developmental Delays; Perceptual Impairments; Ages and Stages Questionnaires; Bayley Scales of Infant Development; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Mullen Scales of Early Learning; Pediatric Evaluation of Disabilities Inventory; Stanford Binet Intelligence Scale; Wechsler Preschool and Primary Scale of Intelligence; Wechsler Intelligence Scale for Children; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Beschäftigungstherapie; Kognitive Entwicklung; Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Risikogruppe; Environmental influence; Umwelteinfluss; Kindesentwicklung; Frühgeburt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Autismus; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Intellect; Disability; Disabilities; Verstand; Behinderung; Hirnlähmung; Entwicklungsverzögerung; Perceptual handicaps; Wahrnehmungsstörung
Abstract	Interventions to enhance cognitive and executive function performance are essential for the child's performance in current and future occupations. Occupational therapy practitioners are critical members of early intervention, education, and healthcare teams. Practitioners are distinctly qualified to address cognitive functioning within the context of occupational performance by providing evidence-based interventions to children and their families as well as training caregivers and teams to enhance cognitive and executive functioning (EF) performance. The purpose of this review was to update the previous systematic review on this topic. The focused question guiding the selection of research studies was: "What is the evidence for the effectiveness for interventions within the scope of occupational therapy practice to promote cognitive development and prevent further delay for children 0-5 and their families?" Due to the breadth of the review, the results were divided into two articles. This article (Part 1) focuses on cognitive interventions for children birth to 5 years with known conditions while Part 2, also in this issue, will address findings on interventions for children at risk due to environmental factors and promoting cognitive development for children birth to 5 years. [For Part 2, see EJ1333259.] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01