鏡像治療在中風現代任務導向介入手法中，是一項經過多方實證已經接近臨床運用階段的治療方法，且所使用的設備便宜、易攜帶，可以在醫院臨床單位或是家中執行，本篇以這個已經成熟可以從臨床研究結果付諸於實務執行的治療手法為主，闡述職能治療如何將職能概念，以科學精神、實證證據，落實在臨床實務上，讓專業擠身於科學領域之一，系統性的研發創新，不斷提升治療品質，造福個案。

以實證為基礎的治療方式為健康與醫療專業的共識，實證治療包含了四個面向，分別是目前最佳的證據、個案的價值觀／需求、治療環境／情境以及臨床專業人員知能，在職能治療師採用實證為基礎的介入，如鏡像治療時，亦須經過實證的過程，融合職能的精神，設計最適合自身所處環境的鏡像治療模式，不但驗證在自身環境中執行的成效，也從中修正成最適化的方案，應用於適合的個案。

以鏡像治療為例，首先應搜尋文獻中鏡像治療療效研究，分析歸納，了解到目前為止的整體成效，所採用的受試者特徵，治療的頻率、期程、時間、內容，成效彰顯於哪些面向，使用那些評估方式來反應成效面向，基於上述這些資訊，並考量本身的臨床條件，設計適宜的治療模式，因此該模式並非與文獻上的方式一模一樣，而是適合即將應用在自身所面臨的個案上，同時也參考文獻上呈現較穩定成效的面向與評估工具，選擇自己可及、能執行的評估工具，接著進行治療，並實施前後測來了解可能的成效，在治療過程中，也應該觀察個案的反應、喜好，與個案討論了解其對該介入的感受與回饋，思考該介入的優勢與限制；若只有蒐集客觀數據，無法全面或深入的了解該介入的特質，也降低優化治療模式的程度，在執行完介入後，可分析評估工具所得的結果，得到客觀的數據，驗證與證實可能的效果展現在哪些領域，另外也應從患者與治療師的角度描述該介入的優缺點，進而修改治療模式，並可以再次驗證修正後模式的效應，如此可發展出最適合自己臨床環境的治療指引，並成為例行實證職能治療的一部分，同時逐步朝向個人化的訓練方式，形成落實實證職能治療於提升專業服務與成效的良好循環。以下將以轉譯的方式，強調將證據落實（implementation）到實際場域，且融入職能的概念，闡述鏡像治療的應用，並模擬一個個案示範實證過程。

Literature on time use in physical activity in young children under the age of three is scant. The purposes of this study were to extend current knowledge on time use in physical activity for young Taiwanese children, and to examine its relationship with developmental status. Two hundred fifty-seven children aged between 15 and 35 months old were recruited, with 152 children with developmental delay and 105 children with typical development. The children’s developmental status was identified by the Bayley Scales of Infant Development-Second Edition. The modified Preschool-aged Children’s Physical Activity Questionnaire was used to assess the level of physical activity. All young children spent 24.8 minutes per day in physical activity. Children with typical development spent on physical activity with an average of 31.8 minutes per day. The amount was insufficient. Typically developing children spent significantly more time participating in physical activity per week compared with children with developmental delay. The presence of developmental delays was correlated with less time in physical activity. Children of highly educated parents and who were cared for by parents spent more time engaging in physical activities than those of parents with lower education levels and cared for by nonparental care providers. Less time used in physical activity among young children may be associated with the presence of delayed development of young children. Pediatric occupational therapists are encouraged to explain to parents and caregivers the importance of physical activity and recommend adequate home-based physical activities for young children under three years old. Future study using objective devices to measure physical activity and classified samples are needed.