Location
NSU Tampa Bay Regional Campus
Event Type
Presentation
Start Date
12-7-2025 8:00 AM
End Date
12-7-2025 12:00 PM
Description
Background: This study explored occupational engagement of children with neurodivergent and related conditions in home, school, and community settings. Children aged 6 to 16 years and their caregivers were recruited to investigate how occupational engagement differs across contexts.
Methods: A mixed-methods approach assessed quantitative data from 51 participants using a modified version of the Child and Adolescent Scale of Participation. Qualitative data were collected from 6 semi-structured interviews. The Model of Human Occupation and its components of volition, habituation, and performance capacity, including environmental factors, informed the research process and methodology. Engagement among children with neurodivergent diagnoses is shaped by the multifaceted interplay of personal and environmental factors across home, school, and community settings. Although existing research highlights participation challenges within this population, few studies compare engagement across multiple contexts or integrate the perspectives of children and their caregivers. This study addresses the gap by identifying strengths and barriers to participation in everyday activities.
Results & Conclusions: Quantitative results indicated limited participation in (a) managing schedules, chores, and responsibilities; (b) engaging in communication and socialization; and (c) participating in play and leisure activities within communities. Qualitative findings highlighted (1) the use of assistive technology and resources for improved participation, (2) limitations in participation in school, home, and community, and (3) advocacy for improved quality of life. These findings indicate a more nuanced understanding of participation and inform inclusive client-centered interventions.
Keywords
Occupational participation, occupational engagement, neurodivergent children, neurodivergent conditions
Recommended Citation
Lala, S., Amacker, D., Martens, A., Rodefeld, A., Toth, D., & Wider, E. (2025), Occupational Participation Among Children with Neurodivergent and Related Conditions: A Mixed Methods Study, Presentation, Twelfth Annual Research Colloquium, NSU Tampa Bay Regional Campus, https://nsuworks.nova.edu/ot_colloquium/twelfth/events/5
Included in
Occupational Participation Among Children with Neurodivergent and Related Conditions: A Mixed Methods Study
NSU Tampa Bay Regional Campus
Background: This study explored occupational engagement of children with neurodivergent and related conditions in home, school, and community settings. Children aged 6 to 16 years and their caregivers were recruited to investigate how occupational engagement differs across contexts.
Methods: A mixed-methods approach assessed quantitative data from 51 participants using a modified version of the Child and Adolescent Scale of Participation. Qualitative data were collected from 6 semi-structured interviews. The Model of Human Occupation and its components of volition, habituation, and performance capacity, including environmental factors, informed the research process and methodology. Engagement among children with neurodivergent diagnoses is shaped by the multifaceted interplay of personal and environmental factors across home, school, and community settings. Although existing research highlights participation challenges within this population, few studies compare engagement across multiple contexts or integrate the perspectives of children and their caregivers. This study addresses the gap by identifying strengths and barriers to participation in everyday activities.
Results & Conclusions: Quantitative results indicated limited participation in (a) managing schedules, chores, and responsibilities; (b) engaging in communication and socialization; and (c) participating in play and leisure activities within communities. Qualitative findings highlighted (1) the use of assistive technology and resources for improved participation, (2) limitations in participation in school, home, and community, and (3) advocacy for improved quality of life. These findings indicate a more nuanced understanding of participation and inform inclusive client-centered interventions.