The development of writing ability is not only important in building a child’s self-esteem, but also essential for academic success in school. Handwriting is an important skill that could affect students’ performance in most academic areas. This study aimed to review the effect of occupational therapy intervention in improving handwriting skills among preschool children. Relevant studies were systematically searched by using standardized keywords across three databases. The initial search identified 1,386 references. Of these studies, there were five quantitative studies that met the inclusion criteria and were methodologically appraised using the McMaster Critical Review Form–Quantitative Studies. All studies reported that preschool children with or without disabilities showed significant improvements in handwriting skills after receiving occupational therapy intervention. One study involved collaboration between teachers and occupational therapists in implementing intervention program to preschool students. Collaboration between teachers and occupational therapists was able to provide teachers with tools and skills that they can use to help students, with or without direct presence of occupational therapists. Overall, findings of this review indicated that preschool children could gain improvement in handwriting skills regardless of their conditions after receiving occupational therapy intervention programs.

ract Various standardised assessment tools have been used to evaluate children with disabilities. However, assessment tools that provide information on the movement and function of children with specific learning disabilities (SLD) are still limited. This article provides a narrative review of the characteristics of five movement and/or function assessment tools. The strengths and limitations of the tools will be highlighted. Empirical studies on the assessment tools used are reviewed based on three criteria: (i) standardised tools; (ii) assessment of movement and/or function; (iii) applicability to children with SLD ranging from 4–17 years of age and widely used in practice. The following instruments have been included as they have been found to fulfil the criteria: (i) the Bruininks-Oseretsky test of motor proficiency-2 (BOT-2); (ii) the movement assessment battery for children-2 (MABC-2); (iii) the pediatric balance scale (PBS); (iv) the Vineland adaptive behaviour scale-II (VABS-II) and (v) the pediatric evaluation of disability inventory-computerised adaptive test (PEDI-CAT). The article presents the characteristics, strengths and limitations of five standardised assessment tools that are currently in use, which measure the movement and/or function of children with SLD. This article concludes with a discussion of recommendations for the best approaches to evaluating the movement and functional abilities of children with SLD.

Functional mobility among the older population is an important element for a meaningful quality of life. The implementation of functional mobility assessments among the older people is vital to ensure appropriate steps can be taken in order to detect changes in functional mobility. There are varieties of functional mobility assessments available however most of the reliability test are based on Western countries. Therefore this study was to determine the reliability of three types of functional mobility status assessment of physical activity, especially among the older person. Sixty older respondents with the average age of 76.32 years and standard deviation of 8.66 participated in this study performed three types of functional assessments; Six-Minute Walk Test (6MWT), Timed Up and Go Test (TUG), Sit-to-Stand Test (STS). Two measurements were carried out with a week gap from the first measurement. Intraclass Correlation (ICC), Limits of Agreement (LOA) and Standard Error of Measurement (SEM) statistical tests followed by the combination of the three statistical analysis measurements were used for data analysis. The results showed all functional measurement tools using ICC, LOA, SEM and combination of three types analysis were highy reliable. The ICC value was exceeded 0.90 (ICC=0.94-0.99). The LOA graph for all activity measurement tools showed some degree of reliability while the SEM percentage recorded a value of less than 10% (SEM%=0.95%-9.95%). In conclusion, all three functional measurement tools are highly reliable and can be used as one of the functional test among the older people in Malaysia.
Health Services for the Aged ; Quality of Life

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.
Parent-rated assessments ; Malaysian children ; Face validity ; Cross-cultural relevancy

Autism spectrum disorder is a developmental disability that has gained increasing attention in Malaysia. Much effort is now being taken to include children with autism spectrum disorder in the school system, either in inclusive settings or in special educational settings. However, this endeavor raises many challenges for the children with autism spectrum disorder, their families and for service providers. The current study uses a qualitative approach to investigate parents’ perceptions of problems faced by their children with autism spectrum disorder in issues related to academic skills. A face-to-face interview was performed with parents of children with autism spectrum disorders who were receiving occupational therapy services for their difficulties in academic related skills. Findings indicate that most of the difficulties faced by these children are related to skills needed to be accepted at school, such as ability to communicate and socialize and this often limit their performance at school. These findings not only raise and discuss important implications for service providers such as teachers, health care professionals and policy makers, but also lead to suggestions for future research.
Autism Spectrum Disorder

One of the most popular interventions provided by occupational therapists for pediatric clients is Ayres Sensory Integration® (ASI). Strict fidelity measures consisting of procedural and structural elements must be adhered to when using it. These fidelity measures distinguish Ayres Sensory Integration® from other sensory-based interventions. This study involved the development of a survey instrument and outlined the challenges that Malaysian occupational therapists face when using Ayres sensory integration® (ASI). The questionnaire development involved the processes of assessing its validity and reliability. A total of 161 occupational therapists working in various healthcare settings responded to the survey by answering a self-administered questionnaire. The results identified eight themes or issues: (1) Inadequate Training, (2) Resource Issues, (3) Physical Constraints, (4) Time Constraints, (5) Limited Information/ Support Provided By Family, (6) Limited Support From Management, (7) Limited Information/Support Provided By Suppliers, and (8) Issues in Implementing Evidence-Based Practice. Identifying the challenges of implementing ASI is an important aspect of improving occupational therapy assessments and interventions, which would establish the effectiveness of the interventions provided.

Introduction: A popular intervention for paediatric clients, Ayres Sensory Integration® (ASI) must adhere to sensory integration (SI) fidelity. This study describes fidelity adherence in ASI intervention by occupational therapy practitioners in Malaysia. Methods: A questionnaire on ASI fidelity was developed before being tested for its validity by seven experts and for its internal consistency and test-retest reliability by 30 occupational therapists. The questionnaire was then used nationally to collect data on ASI practitioners. Data were collected from 161 occupational therapists working in various settings. Results: The mean of the sub-scales I-CVI was excellent, ranging between 0.97 and 1.00. The total S-CVI/Ave of the form was also reported as excellent, at 0.98, with subscales S-CVI ranging between 0.75 and 1.00. Cronbach’s alpha was 0.80 for the questionnaire’s internal consistency and the ICC for test-retest reliability ranged from 0.80 to 0.95. The survey received 161 responses, indicating that most respondents perceived themselves as having ‘moderate competence’ and showing ‘high interest’ in ASI implementation. Most fidelity aspects were addressed in their practices. Majority of the respondents adhered to the process elements. It was indicated that three aspects of physical space under the structural elements could not be provided by most occupational therapists in the study. Conclusion: To implement evidence-based practice, adherence to fidelity when providing ASI is important to ascertain its effectiveness. Improvements to ensure optimal space, ASI certification, and more related training are the first steps that can be taken by the related agencies to ensure effective ASI intervention could be delivered.

Proficient hand dexterity (HD) may help students with learning disabilities (LDs) perform various hand tasks efficiently. Video modelling (VM) is a strategy that uses a model to improve desired skills. However, the limited study focuses on VM to improve HD among students with LDs. Therefore, this study explores VM implementation in the learning and teaching process to improve the HD of students with LDs. Five Special Education (SE) teachers who taught the Hand Manipulative Component lessons in two different states were purposefully selected and invited to participate in this study. A one-toone interview was conducted with individual SE teachers. The interview sessions were audio-recorded and transcribed verbatim, and the data was analysed through thematic analysis. Rigorous approaches were performed to ensure the findings' trustworthiness, such as triangulation, member checking, and an audit trail. Four key themes emerged: conventional learning and teaching methods, challenges faced by students with LDs in improving HD, and the advantages of implementing VM in learning and teaching to improve HD and develop a video module. This study suggests SE teachers can implement VM in their learning and teaching processes to improve the HD performance of students with LDs. This current study concludes that VM can be a supportive strategy in the teaching process to improve HD performance among students with LDs.

Handwriting difficulty is one of the main issues among school children, especially for those with motor coordination issues. The aim of this systematic review is to evaluate the effectiveness of occupational therapy interventions in handwriting components for children with motor coordination issues. Current research articles were systematically searched according to the PRISMA guidelines. Two hundred and sixty-eight (n=268) research articles were identified; however, only ten (n=10) were eligible to be evaluated for this study. Studies were appraised by using McMaster Critical Review Form-Quantitative Studies. Descriptive synthesis was executed due to the heterogeneity of included studies. The review found various types of intervention conducted by occupational therapists to have a positive effect on handwriting performance components among children with motor coordination issues. Types of intervention used were visual, motor, perceptual, sensory, activity of daily living skills, training device and assistive technology and specific handwriting programs. Most handwriting intervention showed effectiveness to improve handwriting performance in motor function, visual and perceptual components. Future research should focus on homogeneity of Occupational Therapy (OT) intervention to improve handwriting performance by using specific handwriting programmes and similar standardised evaluation instruments. Practitioners of OT intervention should consider collaboration with teachers, parents and other health professionals to expedite effectiveness of intervention in handwriting performance components.

Limitations in motor performances among children with specific learning disabilities (SLD) can lead to impaired functional skills. Thus, this study aimed to determine the level of motor performances and functional mobility, and the influence of motor performances on the functional mobility in children with SLD.