Research Article  |   May 2014
Effectiveness of Cognitive–Functional (Cog–Fun) Occupational Therapy Intervention for Young Children With Attention Deficit Hyperactivity Disorder: A Controlled Study
Author Affiliations
  • Adina Maeir, PhD, OT, is School Chair and Director of Graduate Studies, School of Occupational Therapy, Hadassah and Hebrew University of Jerusalem, PO Box 20246, Mount Scopus, Jerusalem 91240 Israel; adinamaeir@gmail.com
  • Orit Fisher, MSc, OT, is Doctoral Student, School of Occupational Therapy, Hadassah and Hebrew University of Jerusalem
  • Ruthie Traub Bar-Ilan, PhD, OT, is Lecturer, School of Occupational Therapy, Hadassah and Hebrew University of Jerusalem
  • Naomi Boas, BOT, is Graduate Student, School of Occupational Therapy, Hadassah and Hebrew University of Jerusalem
  • Itai Berger, MD, is Director, Neuro-Cognitive Center, Pediatric Wing, Hadassah and Hebrew University Medical Center, Jerusalem
  • Yael E. Landau, PhD, is Lecturer, Early Childhood Department, David Yellin Academic College of Education, Jerusalem.
Article Information
Attention Deficit Hyperactivity Disorder / Pediatric Evaluation and Intervention / Children and Youth
Research Article   |   May 2014
Effectiveness of Cognitive–Functional (Cog–Fun) Occupational Therapy Intervention for Young Children With Attention Deficit Hyperactivity Disorder: A Controlled Study
American Journal of Occupational Therapy, May/June 2014, Vol. 68, 260-267. doi:10.5014/ajot.2014.011700
American Journal of Occupational Therapy, May/June 2014, Vol. 68, 260-267. doi:10.5014/ajot.2014.011700
Abstract

OBJECTIVE. The purpose of this study was to examine the effectiveness of the Cognitive–Functional (Cog–Fun) intervention for young children with attention deficit hyperactivity disorder (ADHD).

METHOD. Nineteen children ages 5–7 yr diagnosed with ADHD were allocated to treatment and wait-list control groups. After the 12-wk intervention, the control group was crossed over to treatment. Follow-up was conducted 3 mo after treatment. Outcome measures included the Behavior Rating Inventory of Executive Function and the Canadian Occupational Performance Measure.

RESULTS. Before crossover, significant differences were found between groups in change scores on the outcome measures. After crossover, no significant differences were found in treatment effects, and significant moderate to large treatment effects were found for both COPM and BRIEF scores. Treatment gains were maintained at follow-up.

CONCLUSION. The study supports the effectiveness of the Cog–Fun intervention in improving occupational performance and executive functions in daily life for young children with ADHD.