Research Article  |   March 2018
Comparison of Children With and Without ADHD on a New Pictorial Self-Assessment of Executive Functions
Author Affiliations
  • Ruthie Traub Bar-Ilan, PhD, is Research Fellow, Lecturer and Clinician, and Associate Director, Cognitive-Functional Rehabilitation in Context Laboratory, School of Occupational Therapy, Hadassah and Hebrew University of Jerusalem, Jerusalem, Israel; rutrazt@gmail.com
  • Noa Cohen, MSc, is Graduate Student, School of Occupational Therapy, Hadassah and Hebrew University of Jerusalem, Jerusalem, Israel
  • Adina Maeir, PhD, is Associate Professor, School Chair, and Head, Cognitive-Functional Rehabilitation in Context Laboratory, School of Occupational Therapy, Hadassah and Hebrew University of Jerusalem, Jerusalem, Israel
Article Information
Attention Deficit Hyperactivity Disorder / Pediatric Evaluation and Intervention / Research Articles
Research Article   |   March 2018
Comparison of Children With and Without ADHD on a New Pictorial Self-Assessment of Executive Functions
American Journal of Occupational Therapy, March 2018, Vol. 72, 7203205040p1-7203205040p9. doi:10.5014/ajot.2018.021485
American Journal of Occupational Therapy, March 2018, Vol. 72, 7203205040p1-7203205040p9. doi:10.5014/ajot.2018.021485
Abstract

OBJECTIVE. We examined the Pictorial Interview of Children’s Metacognition and Executive Functions’ (PIC–ME’s) reliability and validity, targeting children’s appraisal of their executive function (EF) in daily life.

METHOD. One hundred children with attention deficit hyperactivity disorder (ADHD) and 44 typically developing children (ages 5–10 yr) completed the PIC–ME. Parents completed the PIC–ME and Behavior Rating Inventory of Executive Function (BRIEF).

RESULTS. Cronbach’s α for the child PIC–ME was .914. A high correlation was found between the parent PIC–ME total and the BRIEF (r = .724). Comparisons between groups revealed significant differences on the parent PIC–ME (p < .0001) but none on the child PIC–ME. Children with ADHD identified a median of eight EF challenges they wanted to set as treatment goals.

CONCLUSION. Results support the PIC–ME’s initial reliability and validity among children with ADHD. Children were able to identify several EF challenges and engage in goal setting.