Browsing by Person "O’Hare, Anne"

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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.
Psychometric properties of the School Participation Questionnaire: Testing a measure of participation-related constructs
(Wiley, 2022-01-31) Maciver, Donald; Tyagi, Vaibhav; Johnston, Lorna; Kramer, Jessica M.; Richmond, Janet; Todorova, Liliya; Romero-Ayuso, Dulce; Nakamura-Thomas, Hiromi; Van Hartingsveldt, Margo; O’Hare, Anne; Forsyth, Kirsty
AIM To explore concurrent validity, convergent validity, interrater reliability, test–retest reliability, and Rasch model analysis of the School Participation Questionnaire (SPQ), a tool for teachers to assess personal and environmental determinants of school participation.
Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review
(Sage, 2019-08-26) Rutherford, Marion; Baxter, Julie; Grayson, Zoe; Johnston, Lorna; O’Hare, Anne
Visual supports are recommended in autism spectrum disorder clinical guidelines. They can reduce anxiety, increase predictability, support communication and improve participation. They are implemented regularly in schools but evidence about home visual supports is limited. This paper reports results of a scoping literature review, alongside qualitative evaluation with parents and professionals. We report findings from 34 studies, identifying 4 categories of visual support and heterogeneity in participant characteristics, intervention methods, environments and outcome measures. Qualitative data from questionnaires (n=101) and focus groups generated key themes about home visual supports, through thematic analysis: 1) Access 2) Participation focussed 3) Individualisation 4) Teaching methods 5) Consistency 6) Information and Training. We propose consensus with terminology and implications for practice and research.