ArticleCureus2025
Home-Based Occupational Therapy for Emotion-Related School Attendance Challenges: Two Case Studies.
Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the 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.
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Who cites it
2 citing papers in PubMed.
- Article
- Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Emotion-related school attendance challenges (ER-SAC) refer to school attendance difficulties rooted in emotional issues. This report examined the support process and outcomes of home-based occupational therapy in two junior high school students experiencing long-term absenteeism and social withdrawal. Both students exhibited emotional difficulties, including anxiety, interpersonal tension, and impulsivity, that disrupted daily routines, impaired self-care, and led to social avoidance. Occupational therapists initiated home visits by building trust, then gradually introduced strategies to restructure daily routines, verbalize emotions, enhance self-understanding, and set interest-based goals. Both cases demonstrated improvements in interpersonal relationships, leisure activities, and coping skills. In Case 1, vocational exploration and growing introspection fostered future aspirations. In Case 2, reduced impulsivity and mistrust improved social skills, enabling desired participation in club and sports activities. Both students progressed from "blockage and isolation" to "social connection and active participation". Home-based occupational therapy appears effective for life restructuring and social reintegration in students with ER-SAC. The support model offers practical guidance for similar student cases, emphasizing the need for flexible, individualized plans considering emotional, cognitive, and social characteristics over uniform interventions.
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Registered trials
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