Karen Stagnitti
Karen Stagnitti
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Understanding play: The implications for play assessment
K Stagnitti
Australian occupational therapy journal 51 (1), 3-12, 2004
Pretend play, social competence and involvement in children aged 5–7 years: The concurrent validity of the Child‐Initiated Pretend Play Assessment
N Uren, K Stagnitti
Australian Occupational Therapy Journal 56 (1), 33-40, 2009
In the footsteps of Wilcock, part one: The evolution of doing, being, becoming, and belonging
D Hitch, G Pépin, K Stagnitti
Occupational Therapy in Health Care 28 (3), 231-246, 2014
A conceptual model for recruitment and retention: allied health workforce enhancement in Western Victoria, Australia
AM Schoo, KE Stagnitti, C Mercer, J Dunbar
Rural and remote health 5 (4), 1-18, 2005
Play, behaviour, language and social skills: The comparison of a play and a non-play intervention within a specialist school setting
C O’Connor, K Stagnitti
Research in Developmental Disabilities 32 (3), 1205-1211, 2011
Theoretical reflections on the nexus between research, policy and practice
E Leeuw, A McNess, B Crisp, K Stagnitti
Routledge 18 (1), 5-20, 2008
Pretend play and parents’ view of social competence: the construct validity of the Child‐Initiated Pretend Play Assessment
D Swindells, K Stagnitti
Australian occupational therapy journal 53 (4), 314-324, 2006
In the footsteps of Wilcock, part two: The interdependent nature of doing, being, becoming, and belonging
D Hitch, G Pépin, K Stagnitti
Occupational Therapy in Health Care 28 (3), 247-263, 2014
The importance of pretend play in child development: An occupational therapy perspective
K Stagnitti, C Unsworth
British Journal of Occupational Therapy 63 (3), 121-127, 2000
The child initiated pretend play assessment (ChIPPA)[kit]
K Stagnitti
Co-ordinates Publications, 2007
Development of an assessment to identify play behaviours that discriminate between the play of typical preschoolers and preschoolers with pre-academic problems
K Stagnitti, C Unsworth, S Rodger
Canadian Journal of Occupational Therapy 67 (5), 291-303, 2000
The convergent validity of two sensory processing scales used with school-age children: Comparing the Sensory Profile and the Sensory Processing Measure
T Brown, IC Morrison, K Stagnitti
New Zealand journal of occupational therapy 57 (2), 56-65, 2010
Impact of the learn to play program on play, social competence and language for children aged 5–8 years who attend a specialist school
K Stagnitti, C O'Connor, L Sheppard
Australian occupational therapy journal 59 (4), 302-311, 2012
An exploration of issues of management and intention to stay: allied health professionals in South West Victoria, Australia
K Stagnitti, A Schoo, J Dunbar, C Reid
Journal of Allied Health 35 (4), 226-232, 2006
Pretend play and social play: The concurrent validity of the Child-Initiated Pretend Play Assessment.
K McAloney, K Stagnitti
International Journal of Play Therapy 18 (2), 99, 2009
An investigation into the effect of play-based instruction on the development of play skills and oral language
K Stagnitti, A Bailey, E Hudspeth Stevenson, E Reynolds, E Kidd
Journal of Early Childhood Research 14 (4), 389-406, 2016
The test–retest reliability of the child-initiated pretend play assessment
K Stagnitti, C Unsworth
The American Journal of Occupational Therapy 58 (1), 93-99, 2004
Student empathy levels across 12 medical and health professions: an interventional study
B Williams, T Brown, L McKenna, C Palermo, P Morgan, D Nestel, ...
Journal of Compassionate Health Care 2 (1), 1-6, 2015
Supporting resilience in early years classrooms: The role of the teacher
A Nolan, A Taket, K Stagnitti
Teachers and Teaching 20 (5), 595-608, 2014
A study on fine motor skills of Iranian children with attention deficit/hyper activity disorder aged from 6 to 11 years
NM Lavasani, K Stagnitti
Occupational therapy international 18 (2), 106-114, 2011
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