June 2017  

Welcome to the June edition of CanChild Today! With long Summer days ahead, we are excited to highlight our library of information about child and youth participation.  Additionally, we are proud to share recent publications, accomplishments and resources from the CanChild community!

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Spotlight on...

Participation Knowledge Hub

Summer holidays are upon us (or winter break for our southern friends) and kids everywhere are ready to have fun and get involved in sports and leisure activities! 

Participation in these activities plays a key role in child and youth development, but children with disabilities are often more restricted in participation than their typically developing peers. That's why CanChild is proud to offer the Participation Knowledge Hub, an evidence-based online resource for sharing information about child and youth participation. Visit the Hub for planning tools, tipsheets and strategies for making child and youth participation the best it can be!

Visit the Participation Knowledge Hub

Community Resources!

Good 2 Go Transition Resource Section

Planning your Future? Or helping to plan the future of a youth with special health care needs, chronic illness and/or complex care needs?   CanChild Research Associate Khush Amaria and her team at the Good 2 Go Transition Program (SickKids) are pleased to share  Good 2 Go's latest resources on school, employment, physical disabilities, developmental services and financial planning for patients, families and health-care providers.

News & Congratulations!

Congratulations to Jan Willem Gorter!

Congratulations to CanChild Director  Jan Willem Gorter on the five year  renewal of his  Scotiabank Chair in Child Health Research  (July 1, 2017 - June 30, 2022) . Through the Scotiabank Chair, Jan Willem will  continue and further develop high quality and innovative research and knowledge translation in child and youth development. 

CanChild Celebrates 28 Years!

Founded in 1989, July 1, 2017 marks the 28th anniversary of CanChild. Thank you for 28 amazing years of working together to improve the lives of children with disabilities and their families!
Save the Date!

MacART 2nd Annual Autism Research Symposium

Recent Publications by CanChild Members

Adolescents with autism spectrum disorder (ASD) are currently not autonomous participants in therapeutic goal setting, a key component of self-determination. Linked to numerous positive outcomes, the development of self-determination skills is associated with increased academic performance, employment rates, community involvement, and recreation outcomes. This study examined perceptions of goal setting by (1) adolescents with ASD, (2) parents of ASD, and (3) interdisciplinary professionals using a qualitative approach. The authors interviewed, recorded, and thematically analyzed discussions from the three focus groups, discovering three themes in goal setting experiences: (1) purpose, (2) barriers, and (3) types. The study provided novel information from unique stakeholder perspectives regarding barriers, perceptions, and actualities. Adolescents with ASD described goals as short-term, concrete tasks, while parents interpreted participation in goal setting as a gateway to long-term self-term determination. Rehabilitation professionals, parents, and adolescents identified similar barriers in the goal setting process, acknowledging the benefits of increased involvement. The authors concluded that there is a need to shift towards engagement of individuals with ASD with goal setting by rehabilitation professionals in order to maximize autonomy for adolescents with ASD. 
Authors: Hodgetts S , Richards K, Park E. Disabil Rehabil. 2017 Jun 8:1-8. doi: 10.1080/09638288.2017.1334836. [Epub ahead of print]

In today's clinical setting, continually emerging evidence, client preferences, and technological advances are among the many factors influencing occupational therapists and their practice. The ability to adapt to these aspects has been shown to be difficult, complex, and slow. In response to recent evidence and existing concerns, the authors facilitated a series of participatory action research projects. Stakeholders from child health research groups, parents, educator and school board officials, health professionals, service delivery organizations, health care funders, policy makers, and government  representatives collaborated in the research of the development, implementation, and evaluation of the service delivery model called Partnering for Change (P4C). In order to facilitate transitioning to this model, the research team developed a comprehensive, evidence-based professional development program. Designed to support school-based occupational therapists, participants who trained and utilized the P4C service reported significant change in their perceived knowledge and skills. Findings suggested a need for continued mentorship and support while shifting to a new mode of practice and participants indicated the development of peer support networks to be essential.  Authors: Pollock NA , Dix L , Sahagian Whalen S, Campbell WN , Missiuna CA . Can J Occup Ther. 2017 Jan 1:8417417709483. doi: 10.1177/0008417417709483. [Epub ahead of print]
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