Lori Rosenberg, Adina Maeir, Aviva Yochman, Idit Dahan, Idit Hirsch; Effectiveness of a Cognitive–Functional Group Intervention Among Preschoolers With Attention Deficit Hyperactivity Disorder: A Pilot Study. Am J Occup Ther 2015;69(3):6903220040. https://doi.org/10.5014/ajot.2015.014795
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© 2021 American Occupational Therapy Association
OBJECTIVE. To test functional improvement after a group cognitive–functional occupational therapy intervention for preschoolers with attention deficit hyperactivity disorder (ADHD).
METHOD. Seventeen preschooler–parent dyads attended 11 weekly group sessions focused on acquiring executive strategies through occupational performance. Functional improvement was measured using the Canadian Occupational Performance Measure (COPM) and Goal Attainment Scaling (GAS); executive function, using the Behavior Rating Inventory of Executive Function–Pediatric; ADHD symptomatology, using Conners’ Parent Rating Scale–Revised and Conners’ Teacher Rating Scale–Revised; and social functioning, using the Social Participation scale of the Sensory Processing Measure.
RESULTS. Significant improvement was found on the COPM and GAS measures, whereas mixed results were found on the other measures, with improvements found in children whose scores indicated impairment at baseline.
CONCLUSIONS. Cognitive–functional group intervention appears to significantly improve daily functioning, executive function, and social functioning for children who demonstrate clinical impairment. Further research with a larger sample, a control group, and follow-up is required.
A group intervention with guided parent involvement and training that focuses on executive strategies through games and activities as well as personal occupational goals is effective in meeting occupational goals and improving parents’ satisfaction with their child’s performance.
Children who have EF difficulties may improve when participating with their parents in a group occupational therapy program geared to improve EF.
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