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The objectives of this study were to describe the nature of the attention deficits in children with Neurofibromatosis type 1 (NF1) in comparison with typically developing (TD) children, using the Virtual Classroom (VC), and to assess the utility of this instrument for detecting attention deficits. Twenty-nine NF1 children and 25 age-and gender-matched controls, aged 8-16, were assessed in a VC. Parents' ratings on the Conners' Parent Rating Scales-Revised: Long (CPRS-R:L) questionnaire were used to screen for Attention Deficit-Hyperactivity Disorder (ADHD). Significant differences were found between the NF1 and the control groups on the number of targets correctly identified (omission errors) and the number of commissions (commission errors) in the VC, with poorer performance by the NF1 children (p less than 0.005). Significant correlations were obtained between the number of targets correctly identified, the number of commission errors, and the reaction time. Significant correlations were also found between the total correct hits and the cognitive problems/inattention scale, as well as two other indexes of the CPRS-R:L: the DSM-IV Symptoms Subscale and the ADHD Index. The VC results support the hypothesis that NF1 is marked by inattention and impulsivity and that participants with NF1 are more inattentive (omission errors) and impulsive (commission errors) than normal controls. The VC appears to be a sensitive and ecologically valid assessment tool for use in the diagnosis of attention deficits among children with NF1. (Contains 1 figure and 3 tables.)

Introduction/Objectives: Companion animals (CAs) may benefit human health, but few studies have examined their impact on stroke survivors. This study examines participation, quality of life (QoL), attachment, cognition, and executive function differences between stroke survivors living with and without CAs. Methods: In this cross-sectional, community-setting study, 25 stroke survivors with a CA and a matched group of 27 without a CA completed standard tools. Results: Stroke survivors with a CA scored significantly higher in participation and 1 cognitive performance test. No significant differences were found in other cognitive measures or QoL, and attachment to a CA was not correlated with participation or QoL within the research group. However, lower attachment avoidance correlated with better participation in survivors living with dogs. Conclusion: Living with CAs, especially dogs, might be associated with some cognitive function and participation benefits among stroke survivors. The link between CAs and cognitive function is unclear: Survivors with higher cognitive functioning might be more capable of caring for a CA, or having and caring for a CA might promote better cognitive function. Attachment patterns also might explain stroke survivors' participation levels. Further study is warranted. [ABSTRACT FROM AUTHOR]

Introduction/Objectives: The COVID-19 pandemic has long-term implications for adult health and function, whether or not people were infected with the disease. Although cognitive disruptions are among the major symptoms of COVID-19, most research focused on managing medical symptoms, such as respiratory symptoms or pain. Thus, less is known about the pandemic's long-term implications for assessing functional cognition. This study aimed to examine COVID-19's effects on community-dwelling adults' functional cognition and health, comparing gender differences. Methods: This cross-sectional study divided 118 community-dwelling adults (25 previously infected with COVID-19) into gender groups. Primary outcome measures included the Daily Living Questionnaire (DLQ) and short form health status survey, SF-12. Results: No significant differences were found in functional cognition or health between participants who had contracted COVID-19 and those who remained healthy, but men had better functional cognition and health measures in comparison with women. Conclusions: Gender differences in functional cognition and health state may relate to gender-based family roles. It is essential to assess functional cognition of young adults who were exposed to a pandemic, such as COVID-19, because it may significantly affect their health and functional status. The DLQ is a reliable, valid assessment of functional cognition that may suit individuals who previously contracted COVID-19. [ABSTRACT FROM AUTHOR]

This preliminary study aims to demonstrate the reliability and validity of the adapted Do-Eat Basic activities of daily living (BADL) assessment for children with autism spectrum disorder (ASD). Participants were 53 children ages 6–10 years: 17 diagnosed with high-severity ASD (HS-ASD) and 16 with low-severity ASD according to the DSM-5 and based on the CARS-2, and 20 controls with typical development. Measurement tools were the adapted Do-Eat Washy (Washy), Participation in Childhood Occupations Questionnaire (PICO-Q), and Pediatric Evaluation of Disability Inventory (PEDI). The Washy domains exhibited high internal consistency (α = 0.841–0.856). Significant differences were found between the HS-ASD and other groups in the Washy domains, exhibiting discriminant validity. The Washy convergent and concurrent validity indicated good results. A highly substantial negative correlation was shown between the Washy and three PICO-Q ADL difficulty-in-performance items (p < 0.001): bathing (−0.550), hygiene (−0.571), and handwashing (−0.733). The Washy performance scores and the PEDI total score demonstrated a strong correlation. (r = 0.799, p < 0.001). Primary results indicate that, following further research on larger representative samples, the Washy may be a reliable and valid tool for assessing BADL among children with ASD. [ABSTRACT FROM AUTHOR]

Purpose. To characterize and analyze the performance of adolescents with executive function deficits through the Children's Cooking Task (CCT) as a performance-based complex ecological assessment. Methods. Participants were 41 adolescents (aged 10–14 years) with normal intellectual function and executive function deficit profiles based on the Behavior Rating Inventory of Executive Function (BRIEF) parent reports and self-reports (BRIEF-SR) and the WebNeuro and 40 controls with typical development matched by age and gender. Participants in both groups performed the CCT, an ecological standardized complex task. Results. Significant group differences were found for all CCT outcome measures (total number of errors, task duration, and all qualitative rating variables). Significant correlations were found among children with executive function deficit profiles between the CCT performance duration and total number of errors and the BRIEF-SR subscale score. Two separate discriminant function analyses described primarily by the CCT correctly classified the study groups. Conclusion. The poor performance of adolescents with executive function deficit profiles exhibited through the standardized complex task, as well as the relationships with their executive functions, supplies better insight about their daily confrontations. Identifying how they perform may lead to development of focused interventions to improve these adolescents' daily performance, participation, and wellbeing. [ABSTRACT FROM AUTHOR]

Introduction: Adolescents with autism spectrum disorder (ASD) show poor independence in daily activities. Unlike existing instruments, the innovative self-report Daily Routine and Autonomy questionnaire (DRA) addresses their level of and desire for independence in activities throughout a full daily routine. This study describes the DRA development, explores its psychometric properties and internal consistency reliability using full-information factor analysis (FIFA), and identifies levels of and desire for independence among adolescents with ASD.Methods: Seventy-two Israeli adolescents with ASD (58 boys and 14 girls) aged 11-19 years (M = 14.59, SD = 1.61) completed the DRA. Statistical analyses were performed using SPSS and R. Internal consistency reliability, FIFA, Spearman's correlations, t-tests, and Wilcoxon signed-rank were conducted to assess relationships and differences between the DRA parts.Results: The FIFA revealed three factors with high sum-of-squared loadings (4.09-5.13). Of the 31 DRA items, 28 had factor loadings higher than 0.35 and were retained in the study questionnaire. The DRA had moderate-to-high internal reliability for factors (α = 0.65-0.84) and total scores (α = 0.86-0.90). Participants showed partial independence in most daily activities, with high desire for independence in social and leisure activities. Significant gaps in half of the DRA items indicate the participants' desire for independence was significantly higher than their independence level.Conclusion: The DRA provides crucial information about levels of and desire for autonomy that can be used to promote participation of adolescents with ASD in setting their own goals for independent living. [ABSTRACT FROM AUTHOR]

Introduction: This study examines parents' perceptions of environmental factors in home, school and community settings on daily functioning of adolescents with executive function deficits. The aim was to map environmental supports and barriers and identify factors that predict functioning. Method: Parents of 81 adolescents (10–14 years) completed the Behavior Rating Inventory of Executive Function, Participation and Environment Measure for Children and Youth (PEM-CY) part B and Child Evaluation Checklist (CHECK). We used the BRIEF scores to form a group of adolescents with executive function deficits (n = 41) and a matched group with typical development (n = 40). Correlation and discriminate analyses compared environmental factors across groups (PEM-CY) and identified those that predict daily functioning (CHECK). Results: Compared to parents of adolescents with typical development, parents of adolescents with executive function deficits reported significantly more environmental barriers than supports (PEM-CY). School and community social demands of activity predicted the adolescents' current daily functioning (CHECK). Conclusion: Cognitive and social demands of activities appear to be common factors that limit functioning of adolescents with executive function deficits in home, school and community environments. The PEM-CY part B can promote awareness of the main support and barrier factors and help focus goals for efficient intervention programmes for these adolescents. [ABSTRACT FROM AUTHOR]

Introduction: Although participation is an important outcome of rehabilitation interventions and a critical indicator of quality of life, few studies have focused on the participation patterns of adolescents with autism spectrum disorder in their daily activities or the environmental factors that influence such participation. This study aims to describe the participation characteristics of adolescents with autism spectrum disorder compared with typically developing peers in home, school and community and to identify supporting or hindering environmental features. Method: The Participation and Environment Measure for Children and Youth was administered to 59 parents of adolescents (M = 14.51 years) with autism spectrum disorder and a control group of 188 parents of typically developing adolescents in Israel, and the results were compared. Results: Adolescents with autism spectrum disorder showed lower participation levels at home and school, and much lower levels in the community, preferring solitary activities that involve technology. Their typically developing peers participated in more activities that involved social interaction skill. In addition, parents of adolescents with autism spectrum disorder rated more environmental factors as barriers in all environments. Conclusion: Participation gaps between adolescents with autism spectrum disorder and their typically developing peers should be considered when developing interventions, allocating services and creating policies to meet the unique needs of adolescents with autism spectrum disorder. [ABSTRACT FROM AUTHOR]

Background: Performance of daily activities and participation in life events involves higher-level cognitive abilities. The purpose of this study was to develop a self-report scale for detecting everyday difficulties in activities/participation tied with higher-level cognitive deficiency and to examine its reliability and validity. Method: The Daily Living Questionnaire's (DLQ) content and face validity were established. Internal consistency following an exploratory factor analysis, as well as construct validity, were initiated with a convenience sample of 194 healthy adults, aged 18 to 85 years, and 34 adults diagnosed with Multiple Sclerosis (MS). Results: The four factors received in Part A, activities and participation, explained 56.77% of the DLQ's total variance, while the cumulative percentage of variance comprised of the three factors of Part B, cognitive symptoms or impairments, was 57.47%. High levels of internal consistency were demonstrated for both parts (.94 and .97, respectively). Construct validity was confirmed. While no significant gender differences were found, significant differences were found both between age groups and between participants with MS and controls. Implications: Initial results suggest that the DLQ is a valid tool for detecting difficulties in daily activities/ participation related to cognitive impairments among adults. [ABSTRACT FROM AUTHOR]

Background/Aim This article explores the development of a unique, culturally sensitive, designated academic occupational therapy programme for the Ultra- Orthodox ( Haredi) minority in Israel. This normative university environment did not provide the opportunity for Haredi participation due to the lack of consideration of the strong commitment to a modest way of life of this community. This prevented their participation in academia and resultant employment that are necessary for economic advancement of the community. Method A follow-up survey that tracked the programme's graduates' participation in the workforce was used to determine the success of the initial goal of the establishment of the designated programme. Results Slightly above 97% of the respondents worked as occupational therapists during the first year after completing their bachelor's degree. The employment data obtained from the graduates showed that the central goal of the Council of Higher Education has been achieved. The designated culturally adapted occupational therapy programme has provided varied employment opportunities for its graduates in diverse professional environments. Conclusion With the implementation of this programme, the occupational therapy department of the University of Haifa has created greater accessibility of the profession to both the occupational therapy providers and the recipients of occupational therapy intervention as well as serve as a model for other communities. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to investigate cognitive functioning among elementary school children in Jordan. Methods: A total of 468 children aged 6-12 years were recruited to participate in this study. Cognitive functioning was assessed using the LOTCA battery (Loewenstein Occupational Therapy Cognitive Assessment; Itzkovich et al., 2000). Information obtained from the parents included demographics, work and income data and child's daily behavior and school achievement. Results: The results of this study showed that the cognitive functioning increased by 3.8 points for each increase in the child's GPA and increased by 2.35 points when the child ate breakfast regularly. By contrast, living in rural areas and smoking by a parent decreased cognitive functioning. Conclusions: Understanding of the child's cognitive abilities is critical to establishing intervention goals and to planning therapeutic activities. Screening of cognitive abilities and associated factors is essential for a comprehensive and accurate understanding of the child's abilities and limitations. Further research is recommended to investigate other factors in different populations. [ABSTRACT FROM AUTHOR]

The article presents a study which examines the development and reliability of the Do-Eat, a tool which assessed the activities of daily living (ADLs) performance of children with developmental coordination disorder (DCD). It examines the validity of the tool which aims to assess the relevant performance areas for children with DCD and to assist in the creation of goals for intervention. The results of the study demonstrate the reliability of Do-Eat in identifying children at risk for DCD.

PURPOSE. The highest proportion of traumatic brain injuries (TBIs) occurs among adolescents. This study examines the effectiveness of a therapeutic protocol for rehabilitation of adolescents with TBI. This protocol is based on Toglia's (1998, 2005) Dynamic Interactional Model and Expanded Awareness Model (Toglia & Kirk, 2000). METHOD. Explanatory case studies presenting 2 adolescents (ages 16-17) with mild to moderate TBI are combined with qualitative and quantitative data assessing self-care, mobility, and graphomotor abilities as well as deficit awareness in these domains. Outcome measures include the FIM™, the Canadian Occupational Performance Measure, the Computerized Penmanship Object Evaluation Tool, and the Awareness of Mobility Deficits Questionnaire. Graphic data analysis compared outcome measures before, during, and after intervention. RESULTS. The Dynamic Interactional Model was effective in improving self-care, mobility, and graphomotor abilities and identified awareness of deficits in these domains. CONCLUSION. These research findings contribute to our theoretical knowledge in rehabilitation and promote adopting this approach for rehabilitation of adolescents with TBI. [ABSTRACT FROM AUTHOR]

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Adolescents with autism spectrum disorder (ASD) show poor independence in daily activities. The self-report Daily Routine and Autonomy Questionnaire (DRA) identifies adolescents' actual versus desired independence in daily routines and promotes setting and achieving goals. This research assesses the DRA with adolescents with ASD. Results indicate moderate to high internal reliability and significantly higher desire for independence than independence level, indicating potential goals they can set. Primary Author and Speaker: Liron Lamash Additional Authors and Speakers: Naomi Josman [ABSTRACT FROM AUTHOR]

Abstract: Organizational ability constitutes one executive function (EF) component essential for common everyday performance. The study aim was to explore the relationship between handwriting performance and organizational ability in school-aged children. Participants were 58 males, aged 7–8 years, 30 with dysgraphia and 28 with proficient handwriting. Group allocation was based on children''s scores in the Handwriting Proficiency Screening Questionnaire (HPSQ). They performed the Hebrew Handwriting Evaluation (HHE), and their parents completed the Questionnaire for Assessing Students’ Organizational Abilities-for Parents (QASOA-P). Significant differences were found between the groups for handwriting performance (HHE) and organizational abilities (QASOA-P). Significant correlations were found in the dysgraphic group between handwriting spatial arrangement and the QASOA-P mean score. Linear regression indicated that the QASOA-P mean score explained 42% of variance of handwriting proficiency (HPSQ). Based on one discriminant function, 81% of all participants were correctly classified into groups. Study results strongly recommend assessing organizational difficulties in children referred for therapy due to handwriting deficiency. [Copyright &y& Elsevier]