ORCID Profile
0000-0002-6682-9749
Current Organisation
Western Sydney University
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Publisher: Informa UK Limited
Date: 07-03-2017
Publisher: Emerald
Date: 16-07-2020
Abstract: Sensory processing difficulties can negatively affect children with autism at school. There is limited evidence to guide practice in this area. The purpose of this study is to evaluate the efficacy of a sensory activity schedule (SAS) used in a school setting on task mastery and occupational performance in the classroom. A randomised control trial (RCT) was conducted with 30 children to evaluate the efficacy of a school-based SAS. Children in the intervention group received SAS intervention and usual teaching. Children in the control group received only usual teaching. Outcome measures were the perceive, recall, plan and perform stage one procedural task analysis and goal attainment scaling. Children in the intervention group demonstrated statistically significant improvements in school performance when compared with the control group in both outcome measures. This was a pilot study with small s le size, so results should be interpreted with caution. Further research is needed to replicate these findings. A classroom-based SAS may have a positive effect on classroom performance for children with autism. This has implications for professionals who support children with autism and sensory processing difficulties in a school setting. To the best of the authors’ knowledge, this study was the first of its kind in evaluating SAS intervention in a school setting using RCT methodology.
Publisher: Wiley
Date: 05-2023
Abstract: The COVID‐19 pandemic resulted in a rapid shift to telehealth implementation across paediatric occupational therapy services. Although telehealth can be an appealing option, access is conditional, and the delivery of a telehealth service differs from face‐to‐face. If telehealth is to be a viable and equitable option for families, insight is needed into why the service might be declined. The purpose of our study was to explore barriers to paediatric occupational therapy telehealth services from client and therapist perspectives in a Greater Sydney local health district. A mixed method approach was used, including (i) retrospective review of clinical records for 250 clients seeking occupational therapy who declined the service and (ii) a focus group with four therapists providing the service. Client demographic information was summarised using descriptive statistics. Open‐text responses about reasons for declining telehealth were analysed using qualitative content analysis, whereas thematic analysis was used to explore focus group data. Key findings from the mixed methods analysis identified barriers and issues to consider when working to ensure equitable access to telehealth for children and families. These issues included child engagement, family complexity, the nature of assessments, interventions, and overarching service characteristics as well as the family's digital inclusion. Digital inclusion comprises affordable access to the internet, data, and devices and the capacity of a child and/or family to engage online. Our findings suggest that telehealth is not a panacea when face‐to‐face services are not available. Multiple barriers confounded uptake of telehealth prompting a call to action to ensure equitable access to occupational therapy services for all children.
Publisher: SAGE Publications
Date: 03-1989
DOI: 10.1177/144078338902500106
Abstract: This paper describes the class structure of the Australian workforce in terms of the theoretical approaches developed by Erik Olin Wright. The two class profiles presented and discussed are Wright's contradictory class location schema and his second schema based on the exploitation of assets. The distributions of class according to occupational group, gender and age are also discussed.
Publisher: Hindawi Limited
Date: 03-2020
DOI: 10.1155/2020/5909347
Abstract: Occupational therapy is the leading profession with regard to supporting children who experience difficulties with occupations as a result of sensory processing differences. However, there are mixed reports with regard to the efficacy of various sensory interventions and approaches, leaving little clear guidance for occupational therapists supporting children with these difficulties. The Sensory Form is a planning tool developed in 2017 to guide occupational therapists in their professional reasoning for assessment and intervention of sensory processing differences. To date, no research has been conducted on its use. Researchers introduced the tool to 20 occupational therapists with relevant experience and conducted an online survey of their perceptions about The Sensory Form. Findings were analysed using descriptive statistics and qualitative content analysis. Therapists reported that they found the tool acceptable for use, described key strengths and weaknesses of The Sensory Form, and outlined changes to improve the tool. The Sensory Form may have an application in guiding the practice of therapists supporting children with sensory processing differences. Further development of associated resources may be warranted.
Publisher: Wiley
Date: 13-11-2020
Publisher: SAGE Publications
Date: 10-05-2023
DOI: 10.1177/13623613231168444
Abstract: Barriers to healthcare experienced by Australian autistic adults have not been previously explored. We conducted a cross-sectional investigation of barriers to healthcare and associated factors from a subtle realism perspective. Perceived barriers to healthcare were obtained from the Barriers to Healthcare Checklist Short-Form (BHC). A total of 263 autistic and 70 non-autistic in iduals completed the BHC. On average, autistic adults reported more barriers to healthcare (4.58) than non-autistic adults (0.76). Gender ersity, higher levels of generalised anxiety, greater global disability and less satisfaction with social support contributed to the experience of barriers to healthcare in autistic participants in regression modelling. Australian autistic adults face substantial barriers to healthcare. Understanding these barriers provides an opportunity to develop approaches to improve access such as co-designing a healthcare access roadmap for autistic adults, with co-designed policies and practices which advocate for the needs of autistic adults. This study looked at how Australian autistic and non-autistic adults experience barriers to healthcare. We asked autistic and non-autistic adults to complete the Barriers to Healthcare Checklist Short-Form (BHC). We analysed data from 263 autistic adults and 70 non-autistic adults. We found that autistic adults experienced more barriers to healthcare than non-autistic adults. Gender ersity, feeling more anxious, having greater disability and feeling unsatisfied with social support contributed to barriers to healthcare in autistic participants. We recommend interventions such as developing and implementing a national action plan, similar to the National Roadmap for Improving the Health of People with Intellectual Disability (2021) to reduce barriers and address unmet healthcare needs of Australian autistic adults. We also recommend working with autistic adults to develop new policies and strategies, implementing environmental adaptations to health care facilities, and increasing Autism education opportunities for health professionals to address gaps in knowledge.
Publisher: The University of Queensland
Date: 27-07-2023
DOI: 10.14264/679BB6D
Publisher: Elsevier BV
Date: 09-2021
DOI: 10.1016/J.SSRESEARCH.2021.102597
Abstract: Traditional gender beliefs play an important role in (re-)producing gender inequalities, and trends towards gender egalitarianism have stalled. As such, identifying factors that contribute to in iduals upholding traditional versus egalitarian gender attitudes is an important scholarly endeavour. While previous studies have identified critical predictors-such as religion, education and parenthood-intergenerational influences have received comparatively little empirical attention. Drawing upon gender-socialization theory, we derive hypotheses about how parental attitudes towards gender are transmitted to their children, considering differences between mothers' and fathers' influences, parental (dis)agreement in attitudes, and moderation by child's gender. We test these hypotheses using high-quality data from a national s le of Australian 14/15-year-old adolescents (Longitudinal Study of Australian Children, n = 1806). We find substantial intergenerational associations in gender ideology. Paternal and maternal attitudes exert a similar degree of influence on their children's attitudes, and have complementary rather than cumulative effects. While fathers' attitudes influence sons' and daughters' attitudes equally, mothers' attitudes influence daughters' attitudes more than sons'.
Publisher: Informa UK Limited
Date: 29-06-2017
Publisher: Wiley
Date: 12-10-2018
Abstract: Occupational therapists consider the impact of autism spectrum disorder on occupational performance at school. Occupational therapists work with teachers to support student participation. Atypical sensory processing is common in children with autism. Therefore, collaborating with teachers to enable students with autism to appropriately process sensory information within classrooms may be necessary. This qualitative pilot study aimed to capture teachers' perceptions of using a Sensory Activity Schedule, a sensory based intervention, in the classroom. A qualitative descriptive approach was used to analyse semi-structured interview responses from 19 qualified teachers who taught children with autism from seven different autism specific special schools in NSW. Teachers were asked about their motivation to complete the intervention as well as helpful and difficult aspects of the intervention. Three main categories and eight sub-categories were identified from the 19 respondents who reported that helping their students was an important motivation for using a Sensory Activity Schedule as well as the opportunity to evaluate whether sensory based intervention was beneficial. Teachers reported that learning new ideas, working with an occupational therapist and seeing an increase in concentration and a reduction in undesired behaviours were positive aspects of utilising the intervention. Timing, staffing and fidelity of the intervention were areas of concern. Collaboration with classroom teachers is an essential part of school-based occupational therapy. Insights from teachers who implemented a sensory based intervention in the classroom assist occupational therapists to better support students with autism spectrum disorder in schools.
Publisher: SAGE Publications
Date: 19-07-2016
Abstract: There is limited evidence to support use of sensory interventions by teachers in the classroom. The purpose of this pilot study is to determine the effectiveness of sensory activity schedule intervention in supporting participation and increasing classroom task performance in students with autism. A non-concurrent, AB single system research design across multiple baselines was used with four students with autism who attended an autism-specific school. Students demonstrated atypical sensory processing, which negatively affected their school performance. Repeated baseline and intervention data were collected by school staff using video recording during classroom tasks. Tasks performed were designated by the child’s teacher. Stage one of the Perceive, Recall, Plan, Perform System of Task Analysis was used as a repeated measure of student performance. Ratings were carried out by independent raters who were blinded to the condition of performance. Results revealed three out of four students achieved significant improvements in classroom task performance following the use of sensory activity schedule intervention developed in consultation with an occupational therapist as measured by the task analysis. This study provides emerging evidence for the use of sensory activity schedule intervention in the classroom for students with autism.
Publisher: Informa UK Limited
Date: 02-02-2023
Publisher: SAGE Publications
Date: 25-12-2020
Abstract: Motherhood can bring joy and enrichment but may also be associated with stress leading to poor health outcomes and low life satisfaction. Young mothers are a group particularly at risk of adverse outcomes, including increased social, economic, and health disadvantage following early entry to motherhood. This article reports results from a mixed-method study examining variations in levels of social support reported by mothers. Cross-sectional analyses of survey data from the Longitudinal Study of Australian Children showed that young mothers (aged less than 25 years when their child was born) generally reported higher levels of social support, but poorer family relationships than older mothers. In-depth interviews with nine young mothers provided insights into how they perceived support under these circumstances. Our research shows that young mothers often experienced difficult childhoods and strained relationships with parents, but many reconnected with their mothers after pregnancy and saw them as important sources of support.
Publisher: Elsevier BV
Date: 06-2003
DOI: 10.1111/J.1467-842X.2003.TB00395.X
Abstract: This paper reports key findings from an exploratory study of factors associated with women's decision to participate in mass mammography screening in Tasmania. In particular, we explored factors that contribute to the choice to participate in screening by women who are outside the primary target group, and for whom the evidence of benefit remains contentious. Semi-structured interviews were conducted with a small s le of women aged between 40 and 49 years in rural Tasmania who had participated in mammography screening. Key ideas that appeared to shape participation included the fear of breast cancer, trust in technology, and taking responsibility for health. Information provision is also an important factor in shaping participation patterns. In order to facilitate informed consent, information provision in this area should take account of the dominant ideas that shape the decision to participate in breast cancer screening.
Publisher: SAGE Publications
Date: 10-01-2021
Abstract: Autistic students may experience difficulty performing classroom tasks due to atypical sensory processing and inefficient use of higher-order cognitive strategies. Limited research has investigated the influence of in-class sensory activities to enhance the thinking strategies required for task performance. This study evaluated a classroom-based sensory activity schedule and its impact on cognitive strategy use. A quasi-experimental, non-equivalent groups design was used. Students ( n = 30, mean age 7.4 years) with atypical sensory processing negatively impacting classroom performance, and their teachers ( n = 23), from six autism-specific schools were grouped into intervention (Sensory Activity Schedule and usual teaching) and control (usual teaching only) groups. Students’ cognitive strategy use during the performance of classroom tasks was evaluated at baseline and post-intervention using Perceive, Recall, Plan, Perform Stage Two Cognitive Task Analysis. Statistical analysis (Mann–Whitney U test) indicated that students who received the Sensory Activity Schedule intervention improved significantly more than control group students in overall cognitive strategy use ( Z = –2.32, p = 0.02), and with strategy items involving attention and sensory perception (perceive, Z = –2.26, p = 0.02), and planning and organisation (Plan, Z = –.254, p = 0.01). The Sensory Activity Schedule may enhance autistic students’ capacity to apply cognitive strategies more effectively during performance of classroom tasks.
No related grants have been discovered for Caroline Mills.