ArticleBMC psychology2024
Effects of school-based occupational therapy program for children with disabilities in elementary school in Korea: a case study.
Article in BMC psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT07326267 (Development and Evaluation of a School-Based Occupational Therapy Program Focused on Sensory Processing and Activities of Daily Living), which is not on this map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Development and Evaluation of a School-Based Occupational Therapy Program Focused on Sensory Processing and Activities of Daily Living: A Randomized Controlled Trial
Who cites it
2 citing papers in PubMed.
- Ameliorating social anxiety in rural left-behind children through line dance combined with multisensory stimulation.Frontiers in psychology · 2026Article
- Measurement Tools in Occupational Therapy Practice Primary School Setting: A Scoping Review.Occupational therapy international · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
Abstract
backgroundThe purpose of this case study was to explore the effects of a school-based occupational therapy on children's attention, school adaptation, sensory processing, and motor function for children in special classes in elementary school in Korea. CASE PRESENTATION: The subjects of this study were a 7-year-old boy with autism spectrum disorder and a 9-year-old girl with intellectual disability. The school-based occupational therapy program consisted of 10 sessions and was conducted once a week for an hour and a half. The program consisted of classroom activities, use of school facilities, emotional management, and activities based on sensory integration, and was conducted as individual and group programs according to sessions. As a result of the study, all improved when the pre- and post-scores of the two children's attention assessment, school adjustment scale, sensory processing evaluation tool for the children in school and BOT-2-SF were compared.
conclusionsAlthough the results from two cases cannot be generalized, the findings suggest the school-based occupational therapy program may help a positive effect on the school life of children with disabilities. Further investigation is necessary.
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Registered trials
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