Search

A comparison of a gross motor, large space treatment setting and a fine motor, restricted space treatment setting in occupational therapy was designed and implemented with 53 pre-school children with perceptual-motor dysfunction. The subjects were matched into two groups according to sociodemographic variables. Eight measures of perceptual-motor functioning were used for the pre-test. The subjects were then further matched into two treatment groups based on most of the pre-test results. Both groups received seven months of intervention for one-and-a-half hours once a week. Upon completion of the treatment period, pre-test measures were repeated for all subjects. Intervention in both treatment groups yielded equally significant improvement in perceptual-motor functioning for all subjects. It is concluded that each of the approaches is appropriate for treating this population in occupational therapy. [ABSTRACT FROM AUTHOR]

Objective: To examine the efficacy of a Cognitive-Functional (Cog-Fun) intervention for children with ADHD. Method: Random allocation of 107 children to study or control groups preceded 10 parent-child weekly Cog-Fun sessions emphasizing executive strategy training in games and daily activities. Controls received treatment after crossover. Study participants were followed up 3 months post-treatment. Outcomes included parent/teacher ratings of executive functions, ADHD symptoms, and parent ratings of quality of life. Results: Eight children withdrew prior to treatment. All children in both groups who began treatment completed it. Mixed effects ANOVA revealed significant Time × Group interaction effects on all parent-reported outcomes. Treatment effects were moderate to large, replicated after crossover in the control group and not moderated by medication. Parent-reported treatment gains in the study group were maintained at follow-up. No significant Time × Group interaction effects were found on teacher outcomes. Conclusion: Cog-Fun occupational therapy (OT) intervention shows positive context-specific effects on parent, but not teacher, ratings.

Aim: The family context of children with ADHD plays a role in intervention outcomes, especially when parents are involved in treatment. Parental participation in evidence-based treatment for ADHD may play a role in improving their own parenting self-efficacy (PSE) as well as child outcomes. This study examined the impact of Cognitive-Functional (Cog-Fun) intervention in occupational therapy (OT) for school-aged children with ADHD, on PSE., Methods: In this randomized controlled trial with crossover design, 107 children were allocated to intervention and waitlist control groups. Intervention participants (n = 50) received Cog-Fun after baseline assessment and waitlist controls (n = 49) received treatment 3 months later. Intervention participants received 3-month follow-up assessment. Treatment included 10 parent-child Cog-Fun weekly sessions. PSE was assessed with the Tool to measure Parenting Self-Efficacy (TOPSE)., Results: All children who began treatment completed it. Mixed ANOVA revealed significant Time x Group interaction effects on TOPSE scales of Play and Enjoyment, Control, Self-Acceptance, Knowledge and Learning and Total score, which showed significant improvement with moderate treatment effects for the intervention group. Results were replicated in the control group after crossover., Conclusion: The findings of this study suggest that Cog-Fun OT intervention may be effective for improving aspects of PSE among parents of children with ADHD.

Objective: We examined the effect of the Cognitive-Functional (Cog-Fun) occupational therapy intervention on executive functions and participation among children with attention deficit hyperactivity disorder (ADHD)., Method: We used a randomized, controlled study with a crossover design. One hundred and seven children age 7-10 yr diagnosed with ADHD were allocated to treatment or wait-list control group. The control group received treatment after a 3-mo wait. Outcome measures included the Behavior Rating Inventory of Executive Function (BRIEF) and the Canadian Occupational Performance Measure (COPM)., Results: Significant improvements were found on both the BRIEF and COPM after intervention with large treatment effects. Before crossover, significant Time × Group interactions were found on the BRIEF., Conclusion: This study supports the effectiveness of the Cog-Fun intervention in improving executive functions and participation among children with ADHD., (Copyright © 2017 by the American Occupational Therapy Association, Inc.)

The executive function (EF) deficits of children with attention deficit hyperactivity disorder (ADHD) hinder their performance of complex daily functions. Despite the existing evidence-based pharmacological interventions for ADHD symptoms, no intervention has yet been found that deals directly with EFs in daily tasks. Fourteen children and their parents participated in the Cognitive-Functional (Cog-Fun) program in occupational therapy, which is tailored to the executive dysfunction of ADHD and focuses on enabling cognitive strategies for occupational performance. The study included initial assessment of EFs (Behavior Rating Inventory of Executive Functions; Tower of London(DX)), occupational performance (Canadian Occupational Performance Measure), 10 sessions of Cog-Fun intervention with each child-parent dyad, and postintervention and 3-month follow-up assessments. We found significant improvements with medium to large effects on outcome measures after intervention, and most effects were maintained at follow-up. The findings warrant controlled studies examining the effectiveness of this intervention for children with ADHD.

Objectives: The purposes of this study were to investigate the responsivity patterns of typical 3- and 4-year-old Israeli children to tactile or vestibular stimulation, or both, and to examine whether differences in these patterns exist between them with respect to age and gender., Method: The study sample consisted of one hundred seventeen 3-year-old and one hundred forty-three 4-year-old healthy Israeli children (N=260). Mothers of these children completed a comprehensive tactile and vestibular responsivity questionnaire., Results: The subjects' tactile and vestibular responsivity scores were neither hyperresponsive nor hyporesponsive. In addition, neither age nor gender was found to significantly differentiate between respective participant groups for hypo- or hyperresponsive behaviors., Conclusion: Typical Israeli children can be characterized by moderate responsivities to tactile and vestibular stimulation. Responsivity to tactile and vestibular input was similar for 3- and 4-year-olds, across genders.

The purpose of this study was to examine environmental influences on perceptual and motor skills of children from immigrant Ethiopian families in Israel in comparison with those of Israeli-born children. The subjects were divided into groups based on age (6- to 8-yr.-olds and 10- to 12-yr.-olds) and length of time in Israel. The results of this study show that the perceptual and motor performance of 6- to 8-yr.-old, less recent Ethiopian immigrants is similar to that of the recent Ethiopian immigrants of the same age. A difference exists between those two groups and the Israeli-born children of the same age. In the 10- to 12-yr.-old age group, there is a marked difference between the performance of the two groups of Ethiopian immigrants. The difference between the less recent immigrants and the Israeli-born children is smaller for most tasks; however, the less recent immigrants' performance is still poorer than that of the Israeli children. These results are compatible with those of other studies describing the difficulties encountered by children who had not studied in formal educational settings and those who have had that experience.

Objectives: Handwriting is one aspect of school children's work. This article examines the influence of fatigue on handwriting, through the use of prolonged writing., Study Design: The study population included 157 third-grade students with good and poor handwriting. Quality and speed of handwriting, in addition to ergonomic factors, were assessed through the Hebrew Handwriting Evaluation (HHE), prior to writing and after writing for 10 consecutive minutes., Results: RESULTS of this study clearly demonstrate that children with both poor and good handwriting perform more poorly after writing long texts. Although both groups were influenced by the fatigue situation, poor handwriters still scored lower than the good handwriters in both conditions (fatigue and non-fatigue), on most variables., Conclusions: Continued studies in this area are recommended, and it is suggested that children take 'writing breaks' when writing, in order to improve the quality of their handwriting.