92
Schon, D. A. (1983). The reflective practitioner: How professionals
think in action. London: Temple Smith.
Tempest, S., & Roden, P. (2008). Exploring evidence-based practice
by occupational therapists when working with people with apraxia.
British Journal of Occupational Therapy, 71, 33–37.
Thomas, A., & Law, M. (2013). Research utilization and evidence-
based practice in occupational therapy: A scoping study. American
Journal of Occupational Therapy, 67, e55–e65. doi:10.5014/ajot.
2013.006395
Thomas, A., Saroyan, A., & Lajoie, S. P. (2012). Creation of an
evidence-based practice reference model in falls prevention: Find-
ings from occupational therapy. Disability and Rehabilitation, 34,
311–328. doi:10.3109/09638288.2011.607210
Vachon, B., Durand, M. J., & LeBlanc, J. (2010a). Empowering occu-
pational therapists to become evidence-based work rehabilitation
practitioners. Work, 37, 119–134. doi:10.3233/WOR-2010-1063
Vachon, B., Durand, M. J., & LeBlanc, J. (2010b). Using reflective
learning to improve theimpact of continuing education in the context
of work rehabilitation. Advances in Health Sciences Education: The-
ory and Practice, 15, 329–348. doi:10.1007/s10459-009-9200-4
Waine, M., Magill-Evans, J., & Pain, K. (1997). Alberta occupational
therapists’ perspectives on and participation in research. Canadian
Journal of Occupational Therapy, 64, 82–88. doi:10.1177/
000841749706400203
Book Review
Crissey, Pat. (2013).
Body talk: Teaching students with disabilities about body language.
Downsview, ON: Monarch Books of Canada.
218 pp. $29.95. ISBN: 978-1-60613-175-6
DOI: 10.1177/0008417414527569
In essence, this book is a comprehensive and ready to use
program to promote learning of nonverbal communication. It
contains a vast number of brilliant ideas, making it a must-
have for autism and other developmental disability practitioners.
Activity presentation is organized by topic covering facial
expressions, posture, body orientation, eye gaze, personal
space, touching, and gestures. Containing little theory, it is
essentially a practical resource with reproducible activity pages
located in the appendices and also on the companion CD-ROM.
Among many others, one useful feature of this book is the
annotated reference list of children’s storybooks addressing
different emotions.
Layout is functional, but because the page design is
redundant (black and white printing with very few illustrations
Canadian Journal of Occupational Therapy
Thomas and Law
Welch, A., & Dawson, P. (2006). Closing the gap: Collaborative
learning as a strategy to embed evidence within occupational ther-
apy practice. Journal of Evaluation in Clinical Practice, 12, 227–
238. doi:10.1111/j.1365-2753.2005.00622.x
Wimpenny, K., Forsyth, K., Jones, C., Evans, E., & Colley, J. K. (2006).
Group reflective supervision: Thinking with theory to develop prac-
tice. British Journal of Occupational Therapy, 69, 423–428.
Wimpenny, K., Forsyth, K., Jones, C., Matheson, L., & Colley, J.
(2010). Implementing the model of human occupation across a men-
tal health occupational therapy service: Communities of practice and
a participatory change process. British Journal of Occupational
Therapy, 73, 507–516. doi:10.4276/030802210X12892992239152
Author Biographies
Aliki Thomas, PhD, OT (c), erg., is Assistant Professor and
Associate Director, School of Physical and Occupational
Therapy, Faculty of Medicine, McGill University, 3654
Promenade Sir William Osler, Montreal, QC, Canada, H3G 1Y5.
Mary C. Law, PhD, FCAOT, FCAHS, Professor, School of
Rehabilitation Science, CanChild Centre for Childhood
Disability Research, Faculty of Health Sciences, McMaster
University, 1200 Main Street West, Room 403, Hamilton,
ON, Canada, L8N 3Z5.
present in the main body of the book), browsing and referen-
cing requires more effort. It would have been particularly
useful if small illustrations of the appendices were included
(similar to what is located on the back cover of the book) in the
parts of the text where activity ideas are discussed. One could
then quickly link the two.
In the program, the author includes several excellent
activities that involve watching video clip sequences from
different mainstream films and TV series, provided with the
number of minutes into the video to locate the specific scenes.
For people who have access to these selected titles, this is great.
For people who do not have access to the referenced titles, this
poses a challenge. Noting that inclusion of the CD-ROM with
the book may mislead buyers into thinking that video clips
referred to in the program are included on the companion
CD-ROM, it would be appropriate to specifically state that they
are not included. All considered, this book makes a great
addition to one’s library of books on the same topic.
Josiane Caron Santha