{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,29]],"date-time":"2026-10-29T03:05:57Z","timestamp":1793243157717,"version":"4.5.0"},"reference-count":63,"publisher":"Oxford University Press (OUP)","issue":"4","license":[{"start":{"date-parts":[[2021,1,22]],"date-time":"2021-01-22T00:00:00Z","timestamp":1611273600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/academic.oup.com\/journals\/pages\/open_access\/funder_policies\/chorus\/standard_publication_model"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2021,4,4]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:sec>\n                  <jats:title>Objective<\/jats:title>\n                  <jats:p>The purpose of this study was to investigate the relationship between characteristics of home activities and coaching practices with the adherence of parents of children with motor delays to home activities provided by physical therapists and occupational therapists in early intervention.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec>\n                  <jats:title>Methods<\/jats:title>\n                  <jats:p>An online survey study was developed and distributed to physical therapists and occupational therapists across the United States. A survey flier was posted online in parent support groups, physical and occupational therapy groups, newsletters, and organizations supporting parents of children with disabilities.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec>\n                  <jats:title>Results<\/jats:title>\n                  <jats:p>A total of 720 respondents participated in the survey, and 446 participants from 49 states met the inclusion criteria and were included in the analysis. Parents indicated that physical therapists and occupational therapists applied the 5 coaching practices (joint planning, observation, practice, reflection, and feedback). However, parents (63%) reported more time was needed on coaching. Parents stated that therapists\u2019 modeling the activities was the most helpful teaching technique that enhanced their adherence to home activities. Coaching practices, appropriateness of the home activities to daily routines and home environment, provision of home activities enjoyed by the child, and parent self-efficacy were all significantly associated with adherence to home activities.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec>\n                  <jats:title>Conclusions<\/jats:title>\n                  <jats:p>Parents\u2019 adherence to home activities is affected not only by the type of coaching used by the therapists but also by the characteristics of the home activities provided for young children with delayed motor development.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec>\n                  <jats:title>Impact<\/jats:title>\n                  <jats:p>The results of this study provide additional evidence supporting individualization of home activities to promote parents\u2019 continuous provision of learning opportunities to promote their children\u2019s development. There was also support of the therapists\u2019 use of the 5 coaching practices in early intervention to support the parent\u2019s application of home activities when the therapists are not present.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec>\n                  <jats:title>Lay Summary<\/jats:title>\n                  <jats:p>This study explored the use of home activities from the parents\u2019 perspective and provided valuable recommendations to therapists to improve parents\u2019 adherence to the recommended home activities in early intervention.<\/jats:p>\n               <\/jats:sec>","DOI":"10.1093\/ptj\/pzab023","type":"journal-article","created":{"date-parts":[[2021,1,16]],"date-time":"2021-01-16T12:18:26Z","timestamp":1610799506000},"source":"Crossref","is-referenced-by-count":24,"title":["Parental Adherence to Home Activities in Early Intervention for Young Children With Delayed Motor Development"],"prefix":"10.1093","volume":"101","author":[{"given":"Afnan S","family":"Gmmash","sequence":"first","affiliation":[{"name":"Department of Physical Therapy , Faculty of Medical Rehabilitation Sciences, King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia"},{"name":"Rehabilitation Sciences Department , College of Health Sciences, , Lexington, Kentucky, USA"},{"name":"University of Kentucky , College of Health Sciences, , Lexington, Kentucky, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Susan K","family":"Effgen","sequence":"additional","affiliation":[{"name":"Department of Physical Therapy , College of Health Sciences, , Lexington, Kentucky, USA"},{"name":"University of Kentucky , College of Health Sciences, , Lexington, Kentucky, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Camille","family":"Skubik-Peplaski","sequence":"additional","affiliation":[{"name":"Department of Occupational Science and Occupational Therapy, Eastern Kentucky University , Richmond, Kentucky, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Justin D","family":"Lane","sequence":"additional","affiliation":[{"name":"Department of Early Childhood , Special Education and Counselor Education, , Lexington, Kentucky, USA"},{"name":"University of Kentucky , Special Education and Counselor Education, , Lexington, Kentucky, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"286","published-online":{"date-parts":[[2021,1,22]]},"reference":[{"key":"2023011707180114900_ref1","doi-asserted-by":"crossref","first-page":"256","DOI":"10.1016\/j.ridd.2016.04.005","article-title":"Single blind randomised controlled trial of GAME (goals - activity - motor enrichment) in infants at high risk of cerebral palsy","volume":"55","author":"Morgan","year":"2016","journal-title":"Res Dev Disabil"},{"key":"2023011707180114900_ref2","doi-asserted-by":"crossref","first-page":"1067","DOI":"10.1016\/S0896-6273(00)80488-2","article-title":"Experience-dependent plasticity and the maturation of glutamatergic synapses","volume":"20","author":"Feldman","year":"1998","journal-title":"Neuron"},{"key":"2023011707180114900_ref3","doi-asserted-by":"crossref","first-page":"203","DOI":"10.1186\/s12883-014-0203-2","article-title":"GAME (goals\u2014activity\u2014motor enrichment): protocol of a single blind randomised controlled trial of motor training, parent education and environmental enrichment for infants at high risk of cerebral palsy","volume":"14","author":"Morgan","year":"2014","journal-title":"BMC Neurol"},{"key":"2023011707180114900_ref4","doi-asserted-by":"crossref","first-page":"246","DOI":"10.1111\/dmcn.13331","article-title":"Effect of early intervention in infants at very high risk of cerebral palsy: a systematic review","volume":"59","author":"Hadders-Algra","year":"2017","journal-title":"Dev Med Child Neurol"},{"key":"2023011707180114900_ref5","doi-asserted-by":"crossref","first-page":"439","DOI":"10.1007\/s00221-006-0754-6","article-title":"Early development of postural adjustments in standing with and without support","volume":"178","author":"Hedberg","year":"2007","journal-title":"Exp Brain Res"},{"key":"2023011707180114900_ref6","doi-asserted-by":"crossref","first-page":"1387","DOI":"10.1177\/0956797612446346","article-title":"How do you learn to walk? 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