| Titre : | Efficacy of an Intervention to Teach Zippering: A Two-Group Control Study (2021) |
| Auteurs : | Fern Silverman ; Carrie Knight ; Ana Grasso |
| Type de document : | Article |
| Dans : | American journal of occupational therapy (Vol. 75, n° 2, March/April 2021) |
| Article en page(s) : | p. 1-9 |
| Note générale : | doi:10.5014/ajot.2021.043190 |
| Langues: | Anglais |
| Descripteurs : |
HE Vinci Activités de la vie quotidienne ; Apprentissage ; Enfant (6-12 ans) |
| Mots-clés: | S'habiller ; tirette ; fermeture éclair |
| Résumé : |
Importance: Engaging and pulling up a zipper is a functional skill needed by young children.
Objective: To compare the efficacy of a standard zippering teaching vest presented with general verbal prompts to a modified zippering teaching vest presented with a related story and vocabulary among typically developing preschoolers. Design: An experimental, two-group, pre–post design. Setting: A local preschool. Participants: Fifty preschoolers ages 3 yr, 6 mo to 4 yr, 11 mo were recruited. Intervention: Eligible children received three zippering practice sessions from occupational therapy and speech-language pathology graduate students supervised by faculty; either a standard (control group) or modified (comparison group) zippering teaching vest was used. Outcomes and Measures: Individual sessions were video recorded. We coded data using a score of 2, 1, or 0, indicating degree of success through seven zippering steps. Using IBM SPSS Statistics (Version 26) for analysis, we conducted independent t tests to compare measures between the two groups. Results: Each cohort consisted of 14 preschoolers (N = 28); 252 separate zippering trials were analyzed. Pretrial zippering ability demonstrated no initial differences. Results indicate that both groups advanced their skills with added practice; however, the comparison group performed statistically significantly better than the control group, beginning with the second set of interventions. Conclusions and Relevance: Beginning with a second exposure to a novel instructional method, preschoolers increased their success by completing more of the seven identified steps of zippering than those receiving traditional input. This study demonstrates the ability of occupational therapy–speech-language pathology partnerships to create innovative treatments that facilitate occupationally based skill acquisition. What This Article Adds: This article adds evidence supporting the use of a modified practice zippering vest with added visual and language cues to teach zippering skills to occupational therapy clients. |
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