Rose Martini

Biographie

Rose Martini a obtenu son doctorat en psychologie de l’éducation de l’Université McGill. Ses études doctorales ont porté sur l’exploration des processus métacognitifs qui sous-tendent la performance psychomotrice des enfants en fonction de leur compétences psychomotrices. Ses intérêts de recherche plus récents sont axés sur l’apprentissage implicite/explicite et l’autorégulation. En collaboration avec les cliniciens, Dre. Martini cherche à développer des pratiques ergothérapiques fondées sur les évidences scientifiques afin d’améliorer le rendement occupationnel des enfants. Dre. Martini enseigne à l’Université d’Ottawa depuis 1996. Elle a obtenu son baccalauréat en ergothérapie à l’Université McGill et sa maîtrise en ergothérapie à l’Université de Western Ontario. Ses travaux en maîtrise ont porté sur l’application de l’auto-contrôle verbal (une technique cognitive maintenant connue sous le nom de CO-OP - Cognitive Orientation to daily Occupational Performance), chez les enfants souffrant d’un trouble de l’acquisition de la coordination.

Publications in refereed journals (* denotes student)

• Martini, R., Carter, M. Yoxon, E.*, Cumming, J., & Ste-Marie, D. (2016). Development and validation of the Movement Imagery Questionnaire for Children (MIQ- C). Psychology of Sport and Exercise, 22, 190-201.
• Ray-Kaeser, S., Satink, T., Andresen, M., Martini, R., Wilson, B., Coletti, E. T., & Leiser, M.  B. (2015). Cross-cultural adaptation of the Developmental Coordination Disorder Questionnaire’07 for European French-speaking countries: Pretesting in Switzerland. Physical and Occupational Therapy in Pediatrics, 35(2), 132-146. http://dx.doi.org/10.3109/01942638.2015.1009229
• Martini, R., Rios J., Polatajko H., Wolf T., McEwen S.E. (2015). The Performance Quality Rating Scale (PQRS): Reliability, Convergent Validity, and Internal Responsiveness for Two Scoring Systems. Disability and Rehabilitation, 37(3). 231-8. doi: 10.3109/09638288.2014.913702. Epub 2014 Apr 28.
• Martini, R., Mandich, A., Green, D. (2014). Implementing a modified cognitive orientation to daily occupational performance approach for use in a group format. British Journal of Occupational Therapy, 77(4), 214-219.
• Van Schyndel, R.*, Bhargava Furgoch, A., Previl, T., & Martini, R. (2014). The experience of speech recognition software abandonment by adolescents with physical disabilities. Disability and Rehabilitation: Assistive Technology, 9(6), 513-20. doi: 10.3109/17483107.2014.883651. Epub 2014 Jan 30
• Paquette, G.*, Egan, M., & Martini, R. (2013). Peer mastery in addition to direct instruction post stroke: A single-subject design. Physical & Occupational Therapy in Geriatrics, 31(4), 354-367. doi: 10.3109/02703181.2013.821639
• Martini, R., St-Pierre, M. F.*, & Wilson, B. (2011). French Canadian Cross-cultural Adaptation of the Developmental Coordination Disorder Questionnaire (DCDQ-FC). Canadian Journal of Occupational Therapy. 78, 318-327.
  doi: 10.2182/cjot.2011.78.5.7
• Ste-Marie, D. M., Vertes, K., Rymal, A., & Martini, R. (2011). Feedforward self-modeling enhances skill acquisition in children learning trampoline skills.  Frontiers in Movement Science and Sport Psychology, 2, 1-7. doi: 10.3389/fpsyg.2011.00155
• Martini, R., Rymal, A., & Ste-Marie, D. (2011). Investigating Self-as-a-Model techniques and Underlying Cognitive Processes in Adults Learning the Butterfly Swim Stroke. International Journal of Sports Science and Engineering, 5(4), 242-256.
• Ste-Marie, D., Vertes, K., Rymal, A., & Martini, R. (2011). Self-modeling and competitive beam performance enhancement examined within a self-regulation perspective. Journal of Applied Sport Psychology, 23, 292-307. doi: 10.1080/10413200.2011.558049
• Dionne, M., & Martini, R. (2011). Floor Time Play with a child with autism: A single-subject study. Canadian Journal of Occupational Therapy, 78, 196-203. doi: 10.2182/cjot.2011.78.3.8        
• Rymal, A., Martini, R., Ste-Marie, D. (2010). Self-regulatory processes employed during self-modeling: A qualitative analysis. The Sport Psychologist, 24, 1-15.
• Gibson, B. E.,  Darrah, J., Cameron, D., Hashemi, G., Kingsnorth, S., Lepage, C., Martini, R., Mandich, A., Menna-Dack, D. (2009). Revisiting therapy assumptions in children’s rehabilitation: Clinical and research implications. Disability and Rehabilitation, 31, 1446-1453.
• Martini, R., & Shore, B. (2008). Pointing to parallels in the use of metacognition in academic and psychomotor tasks. Learning and Individual Differences, 28, 237-247.
• Martini, R., Aquilino*, L., Buissé*, S., Dumais*, A., Pion*, V., St. Rose*, E., Sveistrup, H., & Ste-Marie, D. M. (2006). Implicit learning of an embedded regularity in older adults using a SRT reaching task in a virtual reality medium. Annual Review of CyberTherapy and Telemedicine,4,103-110.
• Clark, S. E., Ste-Marie, D. M., Martini, R. (2006). The thought processes underlying self-modeling and self-observation: What are children thinking about? Psychology of Sport and Exercise, 7, 381-386.
• Martini, R., Wall, A. E., & Shore, B.M. (2004). Metacognitive processes underlying psychomotor performance in children with differing psychomotor abilities. Adapted Physical Activity Quarterly, 21, 248-268.
• Polatajko, H. J., Mandich, A., & Martini, R. (2000). Dynamic performance analysis: A framework for understanding occupational performance. American Journal of Occupational Therapy, 54, 65-72.
• Martini, R., Heath, N., & Missiuna, C. (1999). A North American analysis of the relationship between definitions of developmental coordination disorder and learning disability. International Journal of Special Education, 14(1), 46-58.
• Martini, R., &  Polatajko, H. J. (1998). Verbal self-guidance as a treatment approach for children with developmental coordination disorder: A systematic replication study, The Occupational Therapy Journal of Research, 18(4), 157-181.
• Martini, R., Polatajko, H. J., & Wilcox, A. (1995). ICIDH-PR: A potential model for occupational therapy, Occupational Therapy International, 2(1), 1-21.