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[article]
Titre : |
Effectiveness of a Cognitive–Functional Group Intervention Among Preschoolers With Attention Deficit Hyperactivity Disorder : A Pilot Study |
Type de document : |
texte imprimé |
Auteurs : |
Lori ROSENBERG ; et al. ; Aviva YOCHMAN ; Adina Maeir |
Année de publication : |
2015 |
Article en page(s) : |
p.1-8 |
Langues : |
Anglais (eng) |
Mots-clés : |
Enfant Hyperactivité Activités vie quotidienne Etude faisabilitéActivities of daily living Attention deficit disorder with hyperactivity Executive function Children/preschool Social participation |
Résumé : |
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. |
Permalink : |
./index.php?lvl=notice_display&id=35895 |
in American Journal of Occupational Therapy > Vol. 69/3 (mai -juin 2015) . - p.1-8
[article] Effectiveness of a Cognitive–Functional Group Intervention Among Preschoolers With Attention Deficit Hyperactivity Disorder : A Pilot Study [texte imprimé] / Lori ROSENBERG ; et al. ; Aviva YOCHMAN ; Adina Maeir . - 2015 . - p.1-8. Langues : Anglais ( eng) in American Journal of Occupational Therapy > Vol. 69/3 (mai -juin 2015) . - p.1-8
Mots-clés : |
Enfant Hyperactivité Activités vie quotidienne Etude faisabilitéActivities of daily living Attention deficit disorder with hyperactivity Executive function Children/preschool Social participation |
Résumé : |
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. |
Permalink : |
./index.php?lvl=notice_display&id=35895 |
| ![Effectiveness of a Cognitive–Functional Group Intervention Among Preschoolers With Attention Deficit Hyperactivity Disorder vignette](./images/vide.png) |
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Revue | Revue | Centre de Documentation HELHa Campus Montignies | Armoires à volets | Disponible Disponible |
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[article]
Titre : |
Occupational therapy metacognitive intervention for adolescents with ADHD: Teen Cognitive-Functional (Cog-Fun) feasibility study |
Type de document : |
texte imprimé |
Auteurs : |
Nirit Levanon-Erez ; Orli Kampf-Sherf ; Adina Maeir |
Année de publication : |
2019 |
Article en page(s) : |
p. 618-629 |
Note générale : |
doi.org/10.1177/0308022619860978 |
Langues : |
Anglais (eng) |
Mots-clés : |
ADHD adolescents occupational therapy metacognitive intervention executive function self-awareness |
Résumé : |
Introduction
Adolescents with attention deficit hyperactivity disorder face neurocognitive impairments that impede their occupational functioning. The Cognitive-Functional model is a metacognitive occupational therapy intervention for individuals with attention deficit hyperactivity disorder that harnesses self-awareness and strategy behavior to support participation in an individualized occupational context. This study explored preliminary feasibility and efficacy of the Cognitive Functional model adapted for adolescents with attention deficit hyperactivity disorder, the Teen Cognitive-Functional intervention.
Method
A mixed method feasibility study including 22 adolescents with attention deficit hyperactivity disorder and their parents was conducted. Pre–post assessments included: occupational performance (Canadian Occupational Performance Measure); executive functioning (Behavior Rating Inventory of Executive Function); self-awareness and strategy behavior (Self-Regulation Skills Interview).
Results
Modest attrition and high satisfaction from Teen Cognitive-Functional intervention were found. Significant improvements were reported in adolescents’ occupational performance, executive functioning and strategy behavior. No significant gains were found in adolescents’ self-awareness. Adolescents’ strategy behavior was correlated with parent-rated occupational performance. Qualitative analysis of the strategies reported by the adolescents after intervention revealed three categories: “self-determined choices”; “plan and organize” and “adaptations.”
Conclusion
This study provides initial support for feasibility of the Teen Cognitive-Functional intervention and its potential efficacy in promoting occupational performance, executive functioning and strategy behavior. Controlled studies are needed to further validate these findings. |
Permalink : |
./index.php?lvl=notice_display&id=85533 |
in The British Journal of Occupational Therapy > Vol. 82 Issue 10 (Octobre 2019) . - p. 618-629
[article] Occupational therapy metacognitive intervention for adolescents with ADHD: Teen Cognitive-Functional (Cog-Fun) feasibility study [texte imprimé] / Nirit Levanon-Erez ; Orli Kampf-Sherf ; Adina Maeir . - 2019 . - p. 618-629. doi.org/10.1177/0308022619860978 Langues : Anglais ( eng) in The British Journal of Occupational Therapy > Vol. 82 Issue 10 (Octobre 2019) . - p. 618-629
Mots-clés : |
ADHD adolescents occupational therapy metacognitive intervention executive function self-awareness |
Résumé : |
Introduction
Adolescents with attention deficit hyperactivity disorder face neurocognitive impairments that impede their occupational functioning. The Cognitive-Functional model is a metacognitive occupational therapy intervention for individuals with attention deficit hyperactivity disorder that harnesses self-awareness and strategy behavior to support participation in an individualized occupational context. This study explored preliminary feasibility and efficacy of the Cognitive Functional model adapted for adolescents with attention deficit hyperactivity disorder, the Teen Cognitive-Functional intervention.
Method
A mixed method feasibility study including 22 adolescents with attention deficit hyperactivity disorder and their parents was conducted. Pre–post assessments included: occupational performance (Canadian Occupational Performance Measure); executive functioning (Behavior Rating Inventory of Executive Function); self-awareness and strategy behavior (Self-Regulation Skills Interview).
Results
Modest attrition and high satisfaction from Teen Cognitive-Functional intervention were found. Significant improvements were reported in adolescents’ occupational performance, executive functioning and strategy behavior. No significant gains were found in adolescents’ self-awareness. Adolescents’ strategy behavior was correlated with parent-rated occupational performance. Qualitative analysis of the strategies reported by the adolescents after intervention revealed three categories: “self-determined choices”; “plan and organize” and “adaptations.”
Conclusion
This study provides initial support for feasibility of the Teen Cognitive-Functional intervention and its potential efficacy in promoting occupational performance, executive functioning and strategy behavior. Controlled studies are needed to further validate these findings. |
Permalink : |
./index.php?lvl=notice_display&id=85533 |
| ![Occupational therapy metacognitive intervention for adolescents with ADHD: Teen Cognitive-Functional (Cog-Fun) feasibility study vignette](./images/vide.png) |
Exemplaires (1)
|
Revue | Revue | Centre de Documentation HELHa Campus Montignies | Armoires à volets | Document exclu du prêt - à consulter sur place Exclu du prêt |
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[article]
Titre : |
Scoping review of the Multiple Errands Test: Is it relevant to youths with acquired brain injury? |
Type de document : |
texte imprimé |
Auteurs : |
Vanessa L. Hanberg ; Diane E. MacKenzie ; Brenda K. Merritt |
Année de publication : |
2018 |
Article en page(s) : |
p. 673-686 |
Note générale : |
doi.org/10.1177/0308022618791714 |
Langues : |
Anglais (eng) |
Mots-clés : |
Occupational therapy executive function performance-based assessment brain injuries adolescent young adult youths |
Résumé : |
Introduction
For youths who sustain acquired brain injuries, distinguishing typical development of executive function from the impairment(s) can be a challenging but critical assessment consideration. Occupational therapists working with individuals after brain injury can use the Multiple Errands Test as a performance-based assessment of the effect of executive dysfunction in the real world. Although numerous test versions exist for different settings and diagnostic populations, their relevance to youths is unclear. We surveyed the non-virtual reality literature for test versions to determine the measurement properties and clinical utility for assessing youths in a community setting.
Method
A scoping review was completed to summarize study purpose/design, Multiple Errands Test structure, assessment environment, sample characteristics, psychometric properties, clinical utility and main findings of the test versions.
Results
We included 10 quantitative studies and found the strongest reliability and validity evidence for male adults with moderate to severe acquired brain injury, in a hospital setting. Multiple Errands Test versions can distinguish people with brain injury from controls and identify challenges in the home and community. No studies examined the test performance of younger participants.
Conclusion
This review highlights the research of several Multiple Errands Test versions and identifies gaps in that research, including the need for development of a test version for youths in a community setting. |
Permalink : |
./index.php?lvl=notice_display&id=80283 |
in The British Journal of Occupational Therapy > Vol. 81 Issue 12 (Décembre 2018) . - p. 673-686
[article] Scoping review of the Multiple Errands Test: Is it relevant to youths with acquired brain injury? [texte imprimé] / Vanessa L. Hanberg ; Diane E. MacKenzie ; Brenda K. Merritt . - 2018 . - p. 673-686. doi.org/10.1177/0308022618791714 Langues : Anglais ( eng) in The British Journal of Occupational Therapy > Vol. 81 Issue 12 (Décembre 2018) . - p. 673-686
Mots-clés : |
Occupational therapy executive function performance-based assessment brain injuries adolescent young adult youths |
Résumé : |
Introduction
For youths who sustain acquired brain injuries, distinguishing typical development of executive function from the impairment(s) can be a challenging but critical assessment consideration. Occupational therapists working with individuals after brain injury can use the Multiple Errands Test as a performance-based assessment of the effect of executive dysfunction in the real world. Although numerous test versions exist for different settings and diagnostic populations, their relevance to youths is unclear. We surveyed the non-virtual reality literature for test versions to determine the measurement properties and clinical utility for assessing youths in a community setting.
Method
A scoping review was completed to summarize study purpose/design, Multiple Errands Test structure, assessment environment, sample characteristics, psychometric properties, clinical utility and main findings of the test versions.
Results
We included 10 quantitative studies and found the strongest reliability and validity evidence for male adults with moderate to severe acquired brain injury, in a hospital setting. Multiple Errands Test versions can distinguish people with brain injury from controls and identify challenges in the home and community. No studies examined the test performance of younger participants.
Conclusion
This review highlights the research of several Multiple Errands Test versions and identifies gaps in that research, including the need for development of a test version for youths in a community setting. |
Permalink : |
./index.php?lvl=notice_display&id=80283 |
| ![Scoping review of the Multiple Errands Test: Is it relevant to youths with acquired brain injury? vignette](./images/vide.png) |
Exemplaires (1)
|
Revue | Revue | Centre de Documentation HELHa Campus Montignies | Armoires à volets | Document exclu du prêt - à consulter sur place Exclu du prêt |
![détail détail](./getgif.php?nomgif=plus)
Exemplaires (1)
|
Revue | Revue | Centre de Documentation HELHa Campus Montignies | Armoires à volets | Document exclu du prêt - à consulter sur place Exclu du prêt |
![détail détail](./getgif.php?nomgif=plus)
Exemplaires (1)
|
Revue | Revue | Centre de Documentation HELHa Campus Montignies | Armoires à volets | Document exclu du prêt - à consulter sur place Exclu du prêt |