|
==== Età evolutiva e adolescenza ====
I terapisti occupazionali lavorano con bambini di ogni età, e con le loro famiglie nei vari contesti (es. [[scuola]], ambulatorio, [[ospedale]] e [[casa]])<ref>Case-Smith, J. (2010). Occupational Therapy for Children. Maryland Heights, MO: Mosby/Elsevier.</ref>. I TO aiutano i bambini e i loro caregiver ([[familiare assistente]]) nel sviluppare le abilità che consentano loro la partecipazione e il coinvolgimento in occupazioni ed eventi di vita significativi tra cui: nutrirsi, giocare, legarsi le scarpe, socializzare, frequentare la scuola e preparare lo zaino, usare le forbici, il righello.<ref>Barros, R. M., Silver, E. J., & Stein, R. E. K. (2009). School recess and group classroom behavior. Pediatrics, 123, 431–436. Retrieved March 22, 2011, from http://pediatrics.aappublications.org/cgi/content/abstract/123/2/431</ref><ref>Parham, L. D., & Fazio, L. (2008). Play in occupational therapy for children (2nd ed.) St. Louis, MO: Elsevier</ref><ref>Hernandez, D. J. (2011). Double jeopardy: How third grade reading skills and poverty influence high school graduation. Baltimore: Annie E. Casey Foundation.</ref>. Clienti con i seguenti disturbi o diagnosi possono avere beneficio dalla terapia occupazionale: [[disprassia]], [[disordine dello sviluppo della coordinazione]], disturbo della processazione sensoriale <ref>Ayres, A. J. (2005/1976). Sensory integration and the child. Los Angeles: Western Psychological Services.</ref><ref>Schaff, R. C., & Smith Roley, S. (2006). Sensory integration: Applying clinical reasoning to practice with diverse population. Austin, TX: Pro-Ed</ref>, [[disturbi specifici di apprendimento]], [[ipovisione]] e [[cecità]]<ref>Blackwell, D. L., Lucas, J. W., & Clarke, T. C. (2014). Summary health statistics for U. S. adult: National Health Interview Survey, 2012. Vital and Health Statistics, 10(260). Retrieved from http://www.cdc.gov/nchs/data/series/sr_10/sr10_260.pdf</ref><ref>Centers for Disease Control and Prevention. (2015, July 31). Prevalence of disability and disability type among adults—United States, 2013. MMWR, 64, 777–783.</ref><ref>Crews J. E., & Campbell, V. A. (2004). Vision impairment and hearing loss among community-dwelling older Americans: Implications for health and functioning. American Journal of Public Health, 94, 823–829.</ref><ref>Hall Lueck, A., & Dutton, G. N. (2015). Vision and the brain. New York: American Foundation for the Blind.</ref>, [[autismo]]<ref>Harper C. B. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38, 815–826</ref>, [[disturbo da deficit di attenzione e iperattività]].<ref>American Occupational Therapy Association. (2011). Building play skills for healthy children and families. Retrieved from www.aota.org/-/media/Corporate/ Files/Practice/Children/Browse/Play/Building%20 Play%20Skills%20Tip%20Sheet%20Final.pdf</ref><ref>Barros, R., Silver, E., & Stein, R. (2009). School recess and group classroom behavior. Pediatrics, 123 (2), 431–436. doi: 10.1542/peds.2007-2825</ref><ref>Centers for Disease Control and Prevention. (2000). Promoting better health for young people through physical activity and sports. Retrieved March 27, 2008, from http://www.cdc.gov/Healthy Youth/physicalactivity/promoting health/pdfs/ppar.pdf. Accessed March 27, 2008.</ref><ref>Holmes, R., Pellegrini, A., & Schmidt, S. (2006). The effects of different recess timing regimens on preschoolers’ classroom attention. Early Child Development and Care, 176 (7), 735–743. doi: 10.1080/03004430500207179</ref><ref>Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. Retrieved February 16, 2012, from www.allianceforchildhood.org </ref><ref>National Association of Early Childhood Specialists in State Departments of Education. (2002). Recess and the importance of play: A positions Statement on young children and Recess. Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/ detailmini.jsp?_nfpb=true&_&ERICExtSearch_Se archValue_0=ED463047&ERICExtSearch_ SearchType_0=no&accno=ED463047</ref><ref>Ramstetter, C.L., Murray, R., & Garner, A.S. (2010). The crucial role of recess in Schools. Journal of School Health, 80(11), 517–526.</ref><ref>Robert Wood Johnson Foundation. (2007). Recess rules: Why the undervalued playtime may be the best investment for healthy kids and healthy schools. Retrieved from www.rwjf.org/goto/sports4kids.</ref><ref>Robert Wood Johnson Foundation, (2010). State of play: Gallup survey of principals on school recess. Retrieved on February 14, 2012 from http://www.rwjf.org/files/research/stateofplayrecessreportgallup.pdf</ref><ref>Sinclair, C. S. (2008). Recess activities of the week (RAW): Promoting free time physical activity to combat childhood obesity. Strategies, 21(5), 21–24.</ref>
==== Salute mentale ====
|
