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  1. Fulltext Malaysian parents’ feedback on three proxy-rated assessments used in pediatric rehabilitation
    Farahiyah Wan Yunus, Masne Kadar, Bissett, Michelle, Penkala, Stefania, Liu, Karen
    Malaysian Journal of Public Health Medicine, 2018;18(1):0-0.
    MyJurnal
    Assessing a child’s functional abilities and limitations can provide useful information for occupational therapists to develop individualised intervention plans. Usually paediatric assessments require parents to rate their child on different domains of health and functional performance. To do so, parents need to be able to understand the assessment content and instructions to rate their child accurately. The primary purpose of this study was to examine if parents in Malaysia understood the content and instructions of three assessments: the Sensory Profile Caregiver Questionnaire (SP), the Sensory Processing Measure Home Form (SPM) and the Behaviour Rating Inventory of Executive Function Parent Form (BRIEF). The secondary purpose was to examine perceptions about the clarity and relevancy of each of the items in each assessment. Thirty parents, recruited using convenience sampling, completed a survey about the assessments. In general, the parents indicated no problems or only minor problems in understanding the content and instructions of all three assessments. The parents also provided comments to improve the clarity of the assessment items. Comments were primarily related to the terms or jargon language used. Elaborations of the terms or jargon were later provided based on the parents’ comments. All three assessments were identified as relevant to be used in the Malaysian population. The results suggest that all three assessments can be used by parents and are suitable to be implemented by occupational therapists working with children in Malaysia.
  2. Self-regulated learning versus activity-based intervention to reduce challenging behaviors and enhance school-related function for children with autism spectrum disorders: A randomized controlled trial
    Wan Yunus F, Bissett M, Penkala S, Kadar M, Liu KPY
    Res Dev Disabil, 2021 Jul;114:103986.
    PMID: 33965876 DOI: 10.1016/j.ridd.2021.103986
    BACKGROUND: Self-regulated learning is an active learning cognitive approach which helps individuals to be aware of their own ability and environment and control their own learning.

    AIM: This study examined the therapeutic effects of self-regulated learning on reducing challenging behaviors and enhancing school-related function in children with autism spectrum disorders.

    METHODS: Forty children (aged 6-12) were randomized into a 12-week Self-Regulated Learning or Activity-Based intervention control group. Three outcome measures, assessing the behavior and school-related function of the children in both groups, were administered before and after the intervention and at one-month follow-up. The results between the two groups were also compared.

    RESULTS: The Self-Regulated Learning group showed significantly better results in reducing concerning behaviors and enhancing the school-related function than the activity-based group post-intervention and at one-month follow-up.

    CONCLUSIONS: The Self-Regulated Learning intervention was more effective compared to the Activity-Based intervention with particular benefits for on-going learning and improvements.

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