雑誌文献を検索します。書籍を検索する際には「書籍検索」を選択してください。

Japanese Occupational Therapy Research Volume 31, Issue 1 （February 2012）

作業療法 31巻1号（2012年2月発行）

Japanese English

◆研究論文

保育園での作業療法士による評価と相談―School AMPSとCOPMを用いて─ Evaluation and consultation of occupational therapists using School AMPS and COPM in a preschool 高木雅之 ¹ , 引野里絵 ² , 古山千佳子 ¹ , 吉川ひろみ ¹ Masayuki Takagi ¹ , Rie Hikino ² , Chikako Koyama ¹ , Hiromi Yoshikawa ¹ ¹県立広島大学保健福祉学部作業療法学科 ²出雲市民リハビリテーション病院子ども発達相談室 ¹Department of Occupational Therapy, Prefectural University of Hiroshima ²Child Health Support Services, Izumo Shimin Rehabilitation Hospital キーワード： COPM , School AMPS , （保育園） , （前後研究） , COPM , School AMPS , Preschool , Before and after study Keyword: COPM , School AMPS , （保育園） , （前後研究） , COPM , School AMPS , Preschool , Before and after study pp.32-40

発行日 2012年2月15日 Published Date 2012/2/15

PDF(628KB)

販売していません

Abstract 文献概要
1ページ目 Look Inside
参考文献 Reference
サイト内被引用 Cited by

要旨：本研究の目的は，作業療法士によるSchool AMPSとCOPMを用いた評価と相談が保育園児の作業遂行の質と保育士に与える影響を調査することである．園での生活で気になるところがある4歳児クラスの園児8名の作業遂行をSchool AMPSとCOPMを用いて評価し，保育士と園児の問題を解決するための工夫を考えた．School AMPSは137（±26）日後に，COPMは214（±13）日後に再評価した．その結果，COPMの遂行・満足スコア，School AMPSの運動・プロセス能力測定値において，介入前後で有意差が認められた．保育士は園児の作業遂行特性を理解し，園児や状況に合わせて保育のやり方を変更できるようになった．

　The purpose of this study was to explore the improvement of occupational performance of preschool students and the effects on a teacher through evaluation and consultation of occupational therapists using School Version of the Assessment of Motor and Process Skills (School AMPS) and the Canadian Occupational Performance Measure (COPM). Eight problem students in a 4-year-old class and one teacher in charge of the class were recruited. Students' baseline and post-study occupational performances were measured by School AMPS and COPM. By conducting COPM with the teacher, the students' important occupational problems were identified, and occupational performance and satisfaction scores were calculated. School motor and process qualities of the performance measure were computed by observation of the students' occupational performance using School AMPS. Next, the occupational therapist with the teacher planned strategies to solve students' problems based on the results of School AMPS. After about 5-7 months, COPM and School AMPS were conducted again. Finally, the teacher was interviewed about the effects of occupational therapy. Statistically significant improvements in all 4 scales were demonstrated (p＜0.05). From qualitative analysis of interview data, the teacher was able to understand the characteristics of students' occupational performance, and to modify teaching methods and environments to adjust student characteristics and contexts. The teacher recognize the improvement of the students' occupational performance skills and their own teaching skills. Evaluation using School AMPS and COPM, and consultation with the teacher based on results of the evaluation may improve the teaching skills of teachers and the occupational performance of students.