Canadian Journal of Occupational Therapy-Revue Canadienne d Ergotherapie加拿大作业治疗杂志
Canadian Journal of Occupational Therapy-Revue Canadienne d Ergotherapie(英文缩写 CAN J OCCUP THER),ISSN 0008-4174,eISSN 1911-9828,中文译名:加拿大作业治疗杂志 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-09-27 至 2026-09-27，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 1.630 | Q3 |
| 2022 | 1.800 | Q3 |
| 2023 | 1.600 | Q2 |
| 2024 | 1.700 | Q2 |
| 2025 | 2.300 | Q2 |
Canadian Journal of Occupational Therapy-Revue Canadienne d Ergotherapie 最新收录文献
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1. The Convergent Validity Between Two Adult Self-Report Sensory Processing Scales.
PMID:日期:2026-09-01Occupational therapists use standardized scales to assess how individuals process and respond to sensory information. Currently, there is limited evidence about the convergent validity between the (ASH) and the (SPM-2-Adult). The study examined the convergent validity of the ASH and SPM-2-Adult when completed by young adults. Fifty Australian adults aged 21-35 completed the ASH and SPM-2-Adult. Spearman's rho correlations were used to analyze the data. Most ASH and SPM-2-Adult subscales were significantly associated with correlations ranging from rho = 0.301 to 0.858 ( < .033-.001). Statistically significant correlations were obtained between the subscale and every ASH subscale (rho = 0.322-0.841, < .023-.001) while the subscale yielded the most non-significant correlations with the ASH. Most of the statistically significant correlations between the ASH and SPM-2-Adult were in the moderate range. Promising evidence of convergent validity between the ASH and SPM-2-Adult sensory subscales and total scales was demonstrated, whereas the convergent validity findings between the ASH Functional-Problems subscales and the SPM-2-Adult sensory subscales were less robust. This adds to the psychometric body of concurrent validity evidence between the two scales.
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2.
PMID:日期:2026-09-01The extension of work stoppages is linked to several common psychosocial factors associated with the diagnoses causing the work stoppages, highlighting the need for effective transdiagnostic interventions. REDO®, a group occupational therapy approach, has proven effective in Sweden in promoting return to work (RTW). The objectives of this study were: (1) to translate the REDO® intervention manual into French; (2) to adapt it to the Quebec context; (3) to design REDO® in a hybrid format; and (4) to conduct a pilot test including an assessment of acceptability and feasibility. REDO® was translated using professional software, followed by content validation by several experts. The adaptation took into account contextual factors in RTW in Quebec. For the pilot test, a mixed design with triangulation was used, including various questionnaires assessing acceptability and pre-post changes, and fieldnotes documenting feasibility. Six individuals who had been on sick leave for 8-23 months and who had various mental or physical disorders completed the entire REDO® program. Four individuals were in the process of RTW at the post-group follow-up. Improvements were noted in life balance and feelings of efficacy in dealing with obstacles to RTW. The approach was highly acceptable to the participants. Thanks to its versatility, REDO® offers real potential for promoting RTW and improving the quality of life of people on long-term sick leave.
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3. Wheeled Mobility, Seating, and Bathroom Device Use by Children With Cerebral Palsy.
PMID:日期:2026-09-01Little is known about assistive device use by young children with cerebral palsy (CP) classified as Gross Motor Function Classification System (GMFCS) III-V. This secondary analysis examined use of mobility, adaptive seating, bathing, and toileting devices in young children participating in a larger power mobility study. Data from 42 participants aged 18-87 months were gathered, using the parent-report Home Use of Technology for CHildren (HUTCH), within the first 3-4 weeks and at the end of the 6-month power mobility loan. Associations were examined between device, time spent in each device and gross motor, manual abilities, and Level of Sitting Scale functional classifications. Age, gross motor function, and manual abilities were associated with use of either a stroller, tilt-in-space, or upright manual wheelchair, while age, postural, and manual abilities were associated with use of wheelchair seating rather than separate adaptive seating or a typical high-chair or booster seat. Children with greater impairments were more likely to use bathing devices, while few used toileting devices. More time was spent by children using tilt-in-space wheelchairs compared with upright wheelchairs or strollers. Statistically significant associations were identified between child profile and use of manual mobility, seating and bathroom devices.
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4.
PMID:日期:2026-09-01Occupational therapists support individuals and organizations in achieving healthy participation in the workplace. In this context, it is important to consider multiple identities, such as gender, ethnicity, or disability, when analyzing occupational inequalities and injustices that people encounter at work. The concept of intersectionality has the potential to support occupational therapists, but it remains difficult to recognize in practice. The purpose of the study was to identify the operational characteristics of the concept of intersectionality at work. Based on a scoping review design, 29 documents from various disciplines were selected. Data were extracted using a structured grid and analyzed using a thematic approach. The results identified five operational characteristics of the concept: the interrelation of identities, the interaction between disadvantages and privileges, power dynamics, idiosyncratic subjective experience, and the relationship to oneself and others. Our results also reveal that these characteristics must be considered within their context, particularly their historical context. This study provides occupational therapists with a framework for analyzing and intervening in complex situations, thereby helping to promote equitable participation in the workplace.
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5. The Canadian 24-Hour Movement Guidelines for Preschoolers With Disabilities: Occupational Therapists' Perspectives.
PMID:日期:2026-09-01This study explores occupational therapists' (OTs) perceptions of using the Canadian 24-Hour Movement Guidelines for the Early Years in their practice with preschool-aged clients (aged 3-4 years) with developmental disabilities. This study captured perspectives of the guidelines from OTs working in Canada via in-depth, virtual interviews ( = 11). Applied, deductive thematic analysis situated in the knowledge, attitudes, behavior framework, which provides a structured approach to understanding and addressing healthcare practitioners' perspectives on implementing guidelines in practice, was conducted. Eight themes were identified: awareness and familiarity; agreement; outcome expectancy; self-efficacy; motivation; external-clients; external-guideline use; and external-environment. The results illustrate that while OTs may be motivated to incorporate the guidelines, concerns regarding their rigidity and applicability to diverse client needs hinder application in practice. The study highlights the need for additional resources and training to enhance OTs' ability to adapt and apply the guidelines effectively, ensuring they meet the individual needs of children with developmental disabilities. This research underscores the potential for OTs to play a crucial role in promoting healthful movement behaviors in early childhood through the tailored application of the guidelines.
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6. Occupational Therapy for Children With DCD and Academic Difficulties: A Pan-Canadian Survey.
PMID:日期:2026-09-01Children with Developmental Coordination Disorder (DCD) often experience academic challenges. Although children with DCD are frequently referred to Occupational Therapy (OT) to help alleviate some of their motor and functional challenges, the actual practices of OTs regarding academic activities remain underexplored in this group. This study aimed to describe the nature and extent of Canadian OT practices regarding academic activities in children with DCD. A survey was sent to pediatric OTs through national and provincial OT associations and licensing organizations, to gather information on assessment and intervention practices related to core academic activities in children with DCD. A total of 229 OTs completed the survey (170 females, 74%). Occupational Therapies reported assessing or providing intervention for academic activities, most frequently handwriting (96% assessed and 85% intervened), writing (74% and 65%), mathematics (72% and 68%), and reading (66% and 59%). With respect to intervention services, up to 78% of OTs provided direct intervention, compared to 51% for indirect or consultative services. Most Canadian pediatric OTs typically assess and provide intervention for handwriting and, to a lesser extent, other academic activities. These practices vary depending on work setting and experience.
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7. How Much is Universal Accessibility Actually Taught in Canadian Occupational Therapy Programs?
PMID:日期:2026-09-01The environment is essential to occupational participation. However, the involvement and training of occupational therapists in universal accessibility (UA) seems limited. To explore the content on UA taught in university occupational therapy programs in Canada. This study adopts a mixed methodology. A survey, including mostly quantitative data, was distributed to occupational therapy programs across Canada, and course syllabi related to UA, providing qualitative data, were requested. Analysis included descriptive statistics and content descriptive analysis. Thirteen out of 14 programs responded to the survey and five provided course syllabi. While all programs cover UA content, only seven offer specific courses on accessibility. Internships related to UA are offered by seven programs. Some gaps identified include limited knowledge, lack of in-depth content, and limited interprofessional collaboration. There are variations in emphasis on UA and teaching approaches. Boundaries between universal approaches and knowledge of specific disability groups are poorly delineated. UA is unanimously considered essential in the training of occupational therapists. The content in UA is heterogeneous across programs. Consensual definitions of accessibility concepts related to occupational therapy are needed to better define the role of the occupational therapist in this area.
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8. Occupational Therapist Perspectives: Factors Influencing Recovery Following Motor Vehicle Accident Injury.
PMID:日期:2026-09-01Motor vehicle accident (MVA) injuries can result in persistent impairments which contribute to chronic pain, mental health symptoms, and decreased quality of life. Occupational therapists play a key role in the rehabilitation of those injured in MVAs yet there is lack of evidence to inform occupational therapy practice. An explicit understanding of the factors influencing post-MVA recovery from occupational therapists' perspectives is needed to inform clinical service delivery. This study addressed the following question: From the perspective of occupational therapists, what factors are identified as influencing recovery following a noncatastrophic injury sustained in an MVA? An interpretive descriptive study design was used. Data were collected through semistructured interviews with 10 occupational therapists who provide auto-insurer funded occupational therapy to clients with noncatastrophic injuries from an MVA. Data were analyzed using constant comparative analysis. Physical symptoms and accessibility, acceptance, social support, access to occupational therapy, and navigating the insurance system were factors identified as influencing post-MVA recovery. This study highlights the importance of using a biopsychosocial lens when working with clients post-MVA. Recovery post-MVA needs to be considered in the context of the insurance system, as navigating the insurance system was a predominant factor influencing recovery.
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9. {"_":"Occupational Therapy Professional Identity: Learning From the Lectures.","i":["Muriel Driver Memorial"]}
PMID:日期:2026-09-01Given the well-documented professional identity challenges experienced by occupational therapists, reinforcing the profession's identity (collective and individual) is crucial for navigating changing environments and optimizing its contribution. The is an important component of the collective identity of the profession in Canada. . A professional identity lens was used to trace the evolution of the profession's collective identity in Canada through this lectureship. Using sociological professional identity theory, a documentary longitudinal analysis was conducted on the 43 published lectureship articles (1975-2023), identifying key messages, values, knowledge, and practices. Eight main themes were identified: professional identity, epistemology, axiology, change and leadership, contribution, history, quality, and technology. The analysis revealed an evolving common base of values (occupation, client-centred, social justice) and knowledge (occupation-centred). Persistent challenges included defining theoretical foundations, resisting the biomedical model, and realizing the social vision in practice. The lectures highlighted occupational therapists' evolving roles and ability to contribute to and lead change. The lectures provide insights into the evolution of occupational therapy's collective identity in Canada. Despite ongoing challenges, the contemporary context appears to be increasingly favourable for occupational therapists to practise consistent with the collective identity trends identified.
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10. Transforming Learners: Integrating Indigenous Content into a Canadian Occupational Therapy Program.
PMID:日期:2026-07-31BackgroundSince the release of the Truth and Reconciliation Commission of Canada's Calls to Action in 2015, many post-secondary programs, including occupational therapy, have increased the integration of Indigenous content in curricula. However, limited research has examined how this influences learners' beliefs and attitudes, making it difficult to assess progress toward reconciliation.PurposeTo better understand the effects of Indigenous curricular content on learners' beliefs and attitudes.MethodA pre-post survey was administered to first-year occupational therapy learners as part of an ongoing program evaluation. This evaluation followed the introduction of 17 h of Indigenous content delivered across five courses.FindingsPost content integration, some learners demonstrated decreased perceived professional responsibility as future health professionals and reduced support for social action and related policies, alongside a small increase in blaming attitudes toward Indigenous Peoples. No statistically significant changes were observed in causal beliefs. Learners with higher blaming attitudes were less likely to endorse support for social action or feel responsibility to enact change.ImplicationsBy sharing this evaluation, we aim to foster dialogue among programs regarding successes, challenges, and resource needs, identify strengths and areas for improvement, and underscore the importance of ongoing critical evaluation given the potential for unintended backfire effects.