The Buffalo, New York Outer Harbor as a Cultural Landscape

This cultural landscape report primarily focuses on the Buffalo Outer Harbor (Outer Harbor) located in Buffalo, New York, with an understanding that it is part of a much larger context including the Buffalo Inner Harbor (Inner Harbor) and Buffalo Middle Harbor (Middle Harbor) in order to provide context and a holistic understanding of the surrounding landscape. This cultural landscape report investigates and documents the landscape history and the existing conditions within the study area of the Outer Harbor, a site with a long, rich, and evolving history. This document focuses on the development of the area’s history, inventories the site’s existing conditions, and analyzes the historic and existing conditions in order to evaluate the significance and integrity of the site as a cultural landscape

Increasing the use of group interventions in a pediatric rehabilitation program: perceptions of administrators, therapists, and parents

Objectives. To explore perceptions related to increased utilization of group interventions as a part of the service reorganization within a pediatric rehabilitation program. Methods. Individual interviews with program administrators (n=13) and focus groups with therapists (n=19) and parents of children with disabilities (n=5) were conducted. Data were analyzed using a coding grid inspired by the organized action systems theory. Results. Administrators and therapists identified several issues including the need to improve the referral process for groups and the coordination across services. Groups considerably modified practice and required substantial efforts from therapists. Administrators felt groups contributed to increased service accessibility. Although therapists had some doubts about service quality in groups, especially in regard to the reduced attention to individual needs, they reported positive benefits on children’s social participation. Generally, parents were satisfied with group interventions. Conclusion. Groups appear to be a promising method of service delivery, but organizational-related issues should be considered

Facial validity of the measuring instrument of habits of life (MHAVIDA) in disability persons between 5-13 years

Resumen : Introducción : La Clasificación Internacional del Funcionamiento (CIF) ha definido la discapacidad como un término que incluye deficiencias, limitaciones en la actividad y restricciones en la participación. Objetivo: Establecer la validez facial del instrumento de medición de hábitos de vida (MHAVIDA), que evalúa la participación social en niños y niñas de entre 5 y 13 años de edad que se encuentran en Condición de Discapacidad (CD). Materiales y métodos: Se realizó un estudio de evaluación de pruebas diagnósticas, así como la adaptación cultural de los instrumentos con 6 madres de niños y niñas sin condición de discapacidad (CD). A su vez, la validez facial fue evaluada por 19 madres de niños y niñas en CD, a quienes se les aplicó el instrumento mediante entrevista, realizada por dos estudiantes de último año de Fisioterapia. Resultados: El instrumento MHAVIDA para el rango de 5 a 13 años de edad, que evalúala participación social fue traducido oficialmente, y adaptado al lenguaje local con preguntas comprensibles, claras y fáciles de responder. Se encontraron palabras o preguntas confusas principalmente en las categorías educación y nutrición del instrumento que fueron modificadas y, finalmente, se obtuvo un instrumento con validez facial y adaptabilidad cultural pertinente al contexto. Conclusión: Se obtuvo un instrumento útil para evaluar la participación social a partir de los hábitos de vida de la población de 5 a 13 años con discapacidad, lo cual proporciona una base sólida para mejorar las intervenciones en rehabilitación.Abstract : Introduction : The International Classification of Functioning (ICF) has defined disability as a term that includes impairments, activity limitations and restrictions. Objective: To establish the facial validity of the instruments Assessment of Life Habits (LIFE-H) for disabled children between 5 and13 years old. Materials and methods: a study was carried out on the assesment of diagnostic tests, as well as the cultural adaptation of the instruments using 6 mothers of children without disabilities (CD) as a reference. At the same time, the validity was assessed by 19 mothers of boys and girls in CD who were assessed through an interview done by two last year physiotherapy students. Results: The LIFE-H for age 5-13 years old, in order to assess social participation were officially translated, adapted to local language with comprehensible, clear, and easy to answer questions. We obtained an instrument with facial validity and relevant cultural adaptability to the context. We found confusing words or questions in education and nutrition categories in the LIFE-H for 5-13 years old that were modified. Conclusion: We obtained a useful tool to measure social participation from the habits of children with disabilities, which provides a sound basis for improving interventions in rehabilitation. It is suggested to continue the evaluating the reliability of this instrument

Knowledge to Practice in Developmental Coordination Disorder: Impact of an Evidence-Based Online Module on Physical Therapists’ Self-Reported Knowledge, Skills, and Practice

Aims : This study evaluates the impact of a Developmental Coordination Disorder (DCD) evidence-based online module including synthesized resources, practical strategies, and interactive component on self-reported physical therapist (PT) knowledge, skills, and practice. Methods : PTs from across Canada completed questionnaires before, immediately after, and 2 months following completion of the module. Questionnaires used 7-point Likert scale items and short open-ended questions; analyzes used paired t-tests and a thematic approach. Results : Fifty PTs completed both pre- and post-questionnaires; 41 of these completed the follow-up questionnaire. Most items (79%) evaluating self-reported knowledge and skills increased significantly following module completion and this increase was maintained two months later. Most participants (92%) reported an increase in their confidence to provide DCD evidence-based services. Participants plan to modify their evaluative practices (e.g., involving children in goal setting) and their management of DCD (e.g., using best practice principles, providing resources to families and physicians). At the 2- month follow-up, 46% of participants had returned to the module to review information (e.g., video, resources) or to download handouts. Conclusion : An online module developed collaboratively with PTs has the potential not only to increase PTs’ knowledge, but also to support them in implementing evidence-based services for children with DCD

How are Canadian universities training and supporting undergraduate medical, physiotherapy and occupational students for global health experiences in international low-resource settings?

Abstract : OBJECTIVES : Canadian medical (MD), physiotherapy (PT) and occupational therapy (OT) students increasingly show an interest in global health experiences (GHEs). As certain moral hazards can occur as a result of student GHEs, a growing consensus exists that universities must have an established selection process, in-depth pre-departure training (PDT), adequate onsite supervision and formal debriefing for their students. This study aimed at identifying current practices in Canadian MD, PT and OT programs and discussing areas for improvement by comparing them with recommendations found in the literature. METHODS : Canadian MD, PT and OT programs (n = 45) were invited to answer an online survey about their current practices for GHE support and training. The survey included 24 close-ended questions and 18 open-ended questions. Descriptive statistics and a thematic analysis were performed on the data and results were discussed with recommendations found in the literature. RESULTS : Twenty-three programs responded to the survey. Student selection processes varied across universities; examples included using academic performance, interviews and motivation letters. All but 1 MD program had mandatory PDT; content and teaching formats varied, as did training duration (2-38 hours). All but 1 MD program had onsite supervision; local clinicians were frequently involved. Debriefing, although not systematic, covered similar content; debriefing was variable in duration (1-8 hours). CONCLUSIONS : Many current practices are encouraging but areas for improvement exist. Integrating global health content into the regular curriculum with advanced study option in global health for students participating in GHEs could help universities standardize support and training.Résumé : OBJECTIFS : Un intérêt croissant est observé parmi les étudiants canadiens de médecine (MD), physiothérapie (PHT) et ergothérapie (ERG) pour les expériences en santé mondiale. Face aux enjeux moraux en lien avec ceux-ci, il est reconnu que les universités doivent se doter de processus de sélection, d’une formation prédépart (FPD) et d’un débreffage au retour, de même qu’assurer une supervision sur le terrain. Cette étude visait à identifier les pratiques actuelles dans les programmes canadiens de MD, PHT, ERG et de les comparer avec des recommandations retrouvées dans la littérature. MÉTHODES : Un sondage en ligne a été envoyé à tous les départements de MD, PHT et ERG (n = 45). Le sondage contenait 24 questions fermées et 18 questions ouvertes. Une analyse thématique ainsi que des statistiques descriptives ont été utilisées sur les données recensées, et les résultats ont été comparés avec des recommandations identifiées dans la littérature. RÉSULTATS : Au total, 23 programmes ont répondu au sondage. Le processus de sélection varie d’une université à l’autre ; quelques exemples incluent l’utilisation des résultats académiques et d’entrevues de sélection. Tous les programmes sauf 1 en MD offrent une FPD ; les thèmes couverts, les méthodes d’enseignement, ainsi que la durée (2-38 heures) varient. Tous les programmes sauf 1 en MD assurent une supervision sur le terrain. Le débreffage n’est pas systématique, mais est similaire chez ceux qui l’offrent ; la durée de celui-ci est variable (1-8 heures). CONCLUSIONS : Si plusieurs des pratiques actuelles sont encourageantes, certaines pourraient être améliorées. Intégrer de la formation en santé mondiale dans le curriculum et avoir des cours d’option avancés en santé mondiale permettraient aux universités de mieux standardiser leurs pratiques