Randall E Groth, Yoojin Choi
A method for assessing students' interpretations of contextualized data
Educational studies in mathematics
meaningful occupational therapy interventions neurodivergent transitionage adolescents understudied novel intervention approaches motivating population needed accordingly study explored acceptability impact combined life skillsadventure therapy lsat intervention program addressing selfidentified goals adolescents regulation sensorybased challenges used convergent mixedmethods design adolescents accepted intervention program invited participate described sample using data child occupational selfassessment participants created rated goals modified canadian occupational performance measure interview intervention intervention 3 months postintervention participated semistructured interviews pre postintervention calculated copm change scores analysed qualitative interview data integrated findings joint display interpretation following recommended procedures mixedmethods data ten adolescents consented participate n 6 males n 4 females mean age 1392 years sd 054 mean copm performance change scores 372 sd 139 pre postintervention 240 sd 119 pre 3 months postintervention largest change scores goals related life skills data semistructured interviews expanded findings revealing participants made changes related moment finding sense purpose achieving sense belonging participants reported high acceptability intervention exploratory research supports use combined lsat intervention transitionage adolescents experiencing sensory regulationbased limitations participation preliminary data shows positive changes performance satisfaction selfidentified goal areas well changes related mindfulness personal sense competence relatedness practice occupational therapists consider integrating elements lsat intervention support population including addressing life skills engagement unique motivating activities