Occupation

Abstracts Thursday 30th June 2016
rigorous methodology is required to provide higher-level support
to the intervention’s effectiveness.
Implications: Occupational therapists are skilled to support
this population during the transition to secondary school.
Concentrated group intervention may be a beneficial and
efficient approach for OT practice.
References
Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons,
P. and Siraj- Blatchford, I. (2008) DCSF Research Report 019:
What Makes a Successful Transition from Primary to Secondary
School? Available at: http://webarchive.nationalarchives.gov.
uk/20130401151715/http://www.education.gov.uk/publications/
eOrderingDownload/DCSF-RR019.pdf (Accessed: 23 October
2014).
Stephenson, E.A. and Chesson, R.A. (2008) ‘’Always the
guiding hand’: parents’ accounts of the long-term implications
of developmental co-ordination disorder for their children
and families’, Child: Care, Health & Development, 34(3), pp.
335–343.
West, P., Sweeting, H. and Young, R. (2010) ‘Transition matters:
pupils’ experiences of the primary-secondary school transition
in the West of Scotland and consequences for well-being and
attainment’, Research Papers in Education, 25(1), pp. 21–50.
Keywords
Children and families, Research, Innovative practice, NHS
Contact E-mail Addresses
cliona.hannon@gmail.com
Author Biographies
Cliona has just completed her Masters (Pre-registration)
Occupational therapy at Brunel University London. Formerly
worked as an accountant for large corporations.
Heather Turpin works as a highly specialist children’s
occupational therapist for the Evelina London Children’s
Community Occupational therapy team. She has a special
interest in children with Developmental Coordination Disorder
and other co-ordination difficulties. (Heather.turin@gstt.nhs.uk)
Vicky D’Abo is the clinical specialist and team lead for the
Evelina London Children’s community OT team. She leads on all
clinical areas of the service, provides specialist supervision and
has an integral role in collaborative working across agencies.
(vicky.D’abo@gstt.nhs.uk)
Session 72.2
TOM’s story
Wilcox R, Harrogate and District Foundation Trust
TOM’s (Therapy Outcome Measures) Story was instigated by
an inter-professional Specialist Children’s Services team based
in Hambleton and Richmondshire. Whilst our focus was on
providing quality services and demonstrating positive outcomes
for children and families, we realised that we needed to find an
easy and clinician friendly way to prove this. Outcome measures
are important to ensure stated objectives are met proving value
and efficacy of services (Fawcett 2007). Proving what we do
and why is important to an ever changing NHS and with service
pressures high TOMs proved to be a tool that was both valuable
and achievable. Each member of our inter-professional team
has found completing TOMs a valuable and an efficient way of
demonstrating a child’s meaningful success. We also wanted
to capture the patient perspective about their experience. We
developed an NHS Friends and Family style feedback section
on our website and gave out feedback postcards at the
development centre. We also recorded unsolicited feedback.
Some children on our case load have extremely complex health
care needs and progress is sometimes very hard to capture
and indeed the focus maybe on maintenance or providing
supportive interventions in the face of deteriorating health care
needs. The added value of TOMs is that it captures a holistic
perspective about the aetiology and level of impairment, activity,
participation and wellbeing of the child and carers (Enderby et
al 2015). This helped demonstrate the small wins that as health
care staff we can so often miss and encourage commitment to
the further collection of data.
Overall we could demonstrate to our purchasers that we had a
94% improvement using our interventions and this has raised
our profile within the foundation trust and above all given the
best care to our children.
References
1. Enderby, P,. John, A,. 2015. Therapy Outcome Measures
for Rehabilitation Professionals: Third Edition. Surrey: J&R
Publishing Services Ltd
2. Fawcett, A.L. 2007. Principles of Assessment and
Outcome Measurement for Occupational Therapists and
Physiotherapists: Theory, Skills and Application. West Sussex:
John Wiley and Sons Ltd
Keywords
Children and families, Service improvement or transformation,
Interdisciplinary practice, Pathways or models of service delivery,
Practice – present and future, NHS
Contact E-mail Addresses
rachael.wilcox@hdft.nhs.uk
Author Biographies
I have 15 years experience as an Occupational therapist and have
worked in both NHS and social care settings. I have worked in
Paediatrics’ for the last 7 years and am now clinical lead within
a close inter-disciplinary team. I am passionate about our core
values of participation and meaning in occupation and making
these real for the children I work with.
Session 72.3
Family routines of adolescents with an autism
spectrum disorder: a literature review
Tuohy R 1 , Yazdani F 2 , North Essex Partnership University
NHS Foundation Trust 1 ,Oxford Brookes University 2
Introduction – Research has shown that maintaining family
routines and rituals has many positive benefits for whole family
health and wellbeing such as better coping skills in times of
stress (Bossard and Boll, 1950), increased togetherness of
the family and lasting family relationships, (Feise et al, 2002).
However it is recognised that families with individuals with
autism spectrum disorder (FASD) find it difficult to maintain
family routines which can affect their psychological health and
wellbeing. To explore the factors affecting routines and rituals, a
literature review was conducted.
Method – The literature review involved searching in relevant
health and social care databases, snowball searching and
searching in Google. This was an ethical process as it ensured
that existing research was not repeated. Relevant articles were
then critically appraised and thematic analysis was conducted.
Results – Three main themes were identified: mealtime as a
challenging routine, social isolation and routines centred around
the child with autism spectrum disorder (ASD). These revealed
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