Browsing by Person "Kramer, Jessica"

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A Factor Analytic Study of the Model of Human Occupation Screening Tool of Hypothesized Variables
(2009) Kielhofner, G.; Fogg, Lou; Braveman, Brent; Forsyth, Kirsty; Kramer, Jessica; Duncan, Edward
The Model of Human Occupation (Kielhofner, 2008) postulates that occupational participation is influenced by volition, habituation, three skill areas, and the environment. The Model of Human Occupation Screening Tool (MOHOST) (Parkinson, Forsyth, Kielhofner, 2004) was developed to provide a broad assessment of the factors that influence a client's occupational participation. The purpose of this study was to ask whether there was evidence that the items of the MOHOST meaningfully cluster into these theoretical sub-constructs. Nine occupational therapists used the MOHOST with 166 clients in the US and the UK, and a series of confirmatory factor analyses (CFA) were conducted. The six-dimensional model fit better than the one-dimensional model, and the standardized coefficients also indicated that the items were well designed and captured each factor. The results of this study confirmed the hypothesis that the MOHOST contains six factors and provides further evidence of the validity of the MOHOST.
Developing the Occupational Self Assessment: the use of Rasch analysis to assure internal validity, sensitivity and reliability.
(College of Occupational Therapists, 2009-03) Kielhofner, G.; Forsyth, Kirsty; Kramer, Jessica; Iyenger, Anita
This paper reports the results of three studies that examined the internal validity, sensitivity and reliability of the Occupational Self Assessment (OSA), a self-report of Occupational Competence and Value for occupational performance and participation (Baron et al 2006). All three studies used a Rasch measurement approach to explore the psychometric properties of iterative versions of the OSA. The first study showed that the 'Myself' Occupational Competence and Values items constituted a unidimensional construct, but did not discriminate optimally between participants. The results also suggested that the two 'My Environment' scales did not contain enough items to exhibit adequate measurement properties. Next, the rating scales were changed from three-point to four-point categories. The second study examined these changes and provided evidence to support the use of a four-point Occupational Competence scale. The Values rating scale was further revised because sensitivity did not improve. The third study confirmed that the OSA items in combination have good internal validity and measure the unidimensional constructs of Occupational Competence and Values. Further, both four-point rating scales resulted in improved person separation, indicated increased sensitivity, and could be used in a consistent manner by 90% of participants with a range of disabilities from a variety of contexts. The College of Occupational Therapists Ltd.
Development, psychometrics and feasibility of the School Participation Questionnaire: A teacher measure of participation related constructs
(Elsevier, 2020-09-19) Maciver, Donald; Tyagi, Vaibhav; Kramer, Jessica; Richmond, Janet; Todorova, Liliya; Romero-Ayuso, Dulce; Nakamura-Thomas, Hiromi; van Hartingsveldt, Margo; Johnston, Lorna; O'Hare, Anne; Forsyth, Kirsty
Background We report development of the SPQ (School Participation Questionnaire) a teacher-completed measure of participation related constructs for schools. The SPQ was developed to support participation-related assessment, interventions, and research in the inclusive school context.
Participation of children with disabilities in school: A realist systematic review of psychosocial and environmental factors
(Public Library of Science, 2019-01-29) Maciver, Donald; Rutherford, Marion; Arakelyan, Stella; Kramer, Jessica; Richmond, Janet; Todorova, Liliya; Romero-Ayuso, Dulce; Nakamura-Thomas, Hiromi; ten Velden, Marjon; Finlayson, Ian; O’Hare, Anne; Forsyth, Kirsty
Background - In order to make informed decisions about how best to support children and young people with disabilities, effective strategies that facilitate active and meaningful participation in school are required. Clinical factors, diagnosis or impairments somewhat helpful in determining what should be provided in interventions. However, clinical factors alone will not offer a clear view of how to support participation. It is helpful then to look at wider psychosocial and environmental factors. The aim of this review was to synthesise evidence of psychosocial and environmental factors associated with school participation of 4–12 year old children with disabilities to inform the development of participation-fostering interventions.
Self-Reports: Eliciting Client's Perspectives
(Lippincott Williams & Wilkins, 2008) Kielhofner, G.; Forsyth, Kirsty; Suman, M.; Kramer, Jessica; Nakamura-Thomas, H.; Yamada, T.; Rjeille Corderio, J.; Keponen, R.; Pan, A. W.; Henry, A.; Kielhofner, G.
The Model of Human Occupation In Crepeau
(Lippincott Williams & Wilkins, 2008) Kielhofner, G.; Forsyth, Kirsty; Kramer, Jessica; Melton, J.; Dobson, E.; Boyt Schel, B.; Cohn, E.; Crepeau, E.
The Occupational Self Assessment: Stability and the Ability to Detect Change over Time
(2010) Kielhofner, G.; Dobria, Lidia; Forsyth, Kirsty; Kramer, Jessica
The Occupational Self Assessment (OSA) was designed to guide collaborative treatment planning and measure client-reported change to document therapy outcomes. This study examined the stability of the OSA and its ability to detect changes in reported Competence and Values. The OSA was administered twice to 112 participants with disabilities 58 to 650 days apart. A Rasch rating scale model was used to analyze the data and determine the stability. Competence and Values items were stable over time. The Competence rating scale was used by participants in the same manner at both administrations. However, the Values rating scale was used differently at time 2; participants were less likely to use the Values rating scale category More important at time 2. Thirty-two percent and 49% of participants had significantly different measures at time 2 on Competence and Values scales, respectively. This study lends support for the use of the OSA as a client-reported outcome measure.