Beyond academic outcomes: Occupational profile and quality of life among college students with and without attention deficit hyperactivity disorder / Ayelet Goffer in The British Journal of Occupational Therapy, Vol. 82 Issue 3 (Mars 2019)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Vol. 82 Issue 3 (Mars 2019) . - p. 170-178 Titre : Beyond academic outcomes: Occupational profile and quality of life among college students with and without attention deficit hyperactivity disorder Type de document : texte imprimé Auteurs : Ayelet Goffer ; Maayan Cohen ; Itai Berger ; Adina Maeir Année de publication : 2019 Article en page(s) : p. 170-178 Note générale : doi.org/10.1177/0308022618782809 Langues : Anglais (eng) Mots-clés : Attention deficit hyperactivity disorder  quality of life  college students  occupational therapy Résumé : Introduction The purpose of this cross-sectional study was to describe the occupational profile and quality of life among college students with and without attention deficit hyperactivity disorder. Method Forty college students with attention deficit hyperactivity disorder and 40 controls (mean age 25.81 years, SD = 3.02) were evaluated with the Occupational Questionnaire and the Adult ADHD Quality-of-Life scale. Results The two groups demonstrated similar amounts of time spent in occupational domains, as well as similar ratings of ‘perceived importance’. However, the ‘perceived competence’ and ‘perceived enjoyment’ were significantly lower in the attention deficit hyperactivity disorder group than in the control group in most occupational domains and in the total score. Significant differences, with very large effect sizes, were found between the groups on all measures of the Adult ADHD Quality-of-Life scale. A moderate significant correlation was found between the mean perceived competence score and Adult ADHD Quality-of-Life scale total score within the attention deficit hyperactivity disorder group. Conclusion The results highlight the negative effect of attention deficit hyperactivity disorder on quality of life among college students. The perception of competence and enjoyment in occupations may be optimal targets for therapeutic intervention. Permalink : ./index.php?lvl=notice_display&id=84436 [article] Beyond academic outcomes: Occupational profile and quality of life among college students with and without attention deficit hyperactivity disorder [texte imprimé] / Ayelet Goffer ; Maayan Cohen ; Itai Berger ; Adina Maeir . - 2019 . - p. 170-178. doi.org/10.1177/0308022618782809 Langues : Anglais (eng) in The British Journal of Occupational Therapy > Vol. 82 Issue 3 (Mars 2019) . - p. 170-178 Mots-clés : Attention deficit hyperactivity disorder  quality of life  college students  occupational therapy Résumé : Introduction The purpose of this cross-sectional study was to describe the occupational profile and quality of life among college students with and without attention deficit hyperactivity disorder. Method Forty college students with attention deficit hyperactivity disorder and 40 controls (mean age 25.81 years, SD = 3.02) were evaluated with the Occupational Questionnaire and the Adult ADHD Quality-of-Life scale. Results The two groups demonstrated similar amounts of time spent in occupational domains, as well as similar ratings of ‘perceived importance’. However, the ‘perceived competence’ and ‘perceived enjoyment’ were significantly lower in the attention deficit hyperactivity disorder group than in the control group in most occupational domains and in the total score. Significant differences, with very large effect sizes, were found between the groups on all measures of the Adult ADHD Quality-of-Life scale. A moderate significant correlation was found between the mean perceived competence score and Adult ADHD Quality-of-Life scale total score within the attention deficit hyperactivity disorder group. Conclusion The results highlight the negative effect of attention deficit hyperactivity disorder on quality of life among college students. The perception of competence and enjoyment in occupations may be optimal targets for therapeutic intervention. Permalink : ./index.php?lvl=notice_display&id=84436

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Effectiveness of cognitive–functional (cog–fun) intervention with children with attention deficit hyperactivity disorder / Jeri HAHN-MARKOWITZ in American Journal of Occupational Therapy, Vol. 65/4 (juillet-août 2011)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 65/4 (juillet-août 2011) . - p. 384-392 Titre : Effectiveness of cognitive–functional (cog–fun) intervention with children with attention deficit hyperactivity disorder : a pilot study Type de document : texte imprimé Auteurs : Jeri HAHN-MARKOWITZ ; Adina Maeir ; Iris MANOR Année de publication : 2011 Article en page(s) : p. 384-392 Langues : Anglais (eng) Mots-clés : Activités vie quotidienne  Concentration  Fonction cognitive  Traitement  Hyperactivité Résumé : 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 LondonDX), 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. Permalink : ./index.php?lvl=notice_display&id=14071 [article] Effectiveness of cognitive–functional (cog–fun) intervention with children with attention deficit hyperactivity disorder : a pilot study [texte imprimé] / Jeri HAHN-MARKOWITZ ; Adina Maeir ; Iris MANOR . - 2011 . - p. 384-392. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 65/4 (juillet-août 2011) . - p. 384-392 Mots-clés : Activités vie quotidienne  Concentration  Fonction cognitive  Traitement  Hyperactivité Résumé : 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 LondonDX), 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. Permalink : ./index.php?lvl=notice_display&id=14071

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Effectiveness of Cognitive-Functional (Cog-Fun) occupational therapy intervention for young children with attention deficit hyperactivity disorder / Adina Maeir in American Journal of Occupational Therapy, Vol. 68/3 (mai-juin 2014)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 68/3 (mai-juin 2014) . - 260-267 Titre : Effectiveness of Cognitive-Functional (Cog-Fun) occupational therapy intervention for young children with attention deficit hyperactivity disorder : a controlled study Type de document : texte imprimé Auteurs : Adina Maeir ; Orit Fisher ; Naomi BOAS ; et al. Année de publication : 2014 Article en page(s) : 260-267 Langues : Anglais (eng) Mots-clés : Enfant  Fonction exécutive  Hyperactivité Résumé : The purpose of this study was to examine the effectiveness of the Cognitive-Functional (Cog-Fun) intervention for young children with attention deficit hyperactivity disorder (ADHD). METHOD: Nineteen children ages 5-7 yr diagnosed with ADHD were allocated to treatment and wait-list control groups. After the 12-wk intervention, the control group was crossed over to treatment. Follow-up was conducted 3 mo after treatment. Outcome measures included the Behavior Rating Inventory of Executive Function and the Canadian Occupational Performance Measure. RESULTS: Before crossover, significant differences were found between groups in change scores on the outcome measures. After crossover, no significant differences were found in treatment effects, and significant moderate to large treatment effects were found for both COPM and BRIEF scores. Treatment gains were maintained at follow-up. CONCLUSION: The study supports the effectiveness of the Cog-Fun intervention in improving occupational performance and executive functions in daily life for young children with ADHD. Permalink : ./index.php?lvl=notice_display&id=33753 [article] Effectiveness of Cognitive-Functional (Cog-Fun) occupational therapy intervention for young children with attention deficit hyperactivity disorder : a controlled study [texte imprimé] / Adina Maeir ; Orit Fisher ; Naomi BOAS ; et al. . - 2014 . - 260-267. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 68/3 (mai-juin 2014) . - 260-267 Mots-clés : Enfant  Fonction exécutive  Hyperactivité Résumé : The purpose of this study was to examine the effectiveness of the Cognitive-Functional (Cog-Fun) intervention for young children with attention deficit hyperactivity disorder (ADHD). METHOD: Nineteen children ages 5-7 yr diagnosed with ADHD were allocated to treatment and wait-list control groups. After the 12-wk intervention, the control group was crossed over to treatment. Follow-up was conducted 3 mo after treatment. Outcome measures included the Behavior Rating Inventory of Executive Function and the Canadian Occupational Performance Measure. RESULTS: Before crossover, significant differences were found between groups in change scores on the outcome measures. After crossover, no significant differences were found in treatment effects, and significant moderate to large treatment effects were found for both COPM and BRIEF scores. Treatment gains were maintained at follow-up. CONCLUSION: The study supports the effectiveness of the Cog-Fun intervention in improving occupational performance and executive functions in daily life for young children with ADHD. Permalink : ./index.php?lvl=notice_display&id=33753

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Effectiveness of a Cognitive–Functional Group Intervention Among Preschoolers With Attention Deficit Hyperactivity Disorder / Lori ROSENBERG in American Journal of Occupational Therapy, Vol. 69/3 (mai -juin 2015)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 69/3 (mai -juin 2015) . - p.1-8 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 [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

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Gender Differences in Students' Self-Awareness of Their Handwriting Performance / Orit Lahav in The British Journal of Occupational Therapy, Volume 77 numéro 12 (Décembre 2014)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.614-618 Titre : Gender Differences in Students' Self-Awareness of Their Handwriting Performance Type de document : texte imprimé Auteurs : Orit Lahav, Auteur ; Adina Maeir, Auteur ; Naomi Weintraub, Auteur Année de publication : 2014 Article en page(s) : p.614-618 Langues : Anglais (eng) Mots-clés : Handwriting  Adolescence  Self-awareness Résumé : Introduction Self-awareness has been found to be an important factor in individuals' performance in daily activities. Yet, to date, the relationship between this factor and handwriting performance has not been examined. The purpose of this study was to compare the handwriting self-awareness (that is, self-knowledge and on-line awareness) and performance of girls and boys, and to examine the relationship between self-awareness and handwriting performance. Method Participants included 86 middle-school students (aged 12–14) enrolled in general education in Israel. A handwriting evaluation assessment was administered along with self-knowledge and on-line awareness questionnaires. Results Gender differences were found in relation to students' self-awareness of their handwriting performance. In comparison with girls, boys perceived their handwriting to be faster, even though their actual handwriting performance was slower. Regarding legibility, only boys showed a significant correlation between self-knowledge and performance, while both genders demonstrated significant correlations between on-line awareness and performance. Conclusion It appears that students aged 12–14 are only moderately aware of their handwriting performance, yet there are gender differences in relation to this awareness. These findings may assist educators and therapists in teaching, evaluating, and developing interventions to improve handwriting performance. Permalink : ./index.php?lvl=notice_display&id=35915 [article] Gender Differences in Students' Self-Awareness of Their Handwriting Performance [texte imprimé] / Orit Lahav, Auteur ; Adina Maeir, Auteur ; Naomi Weintraub, Auteur . - 2014 . - p.614-618. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 77 numéro 12 (Décembre 2014) . - p.614-618 Mots-clés : Handwriting  Adolescence  Self-awareness Résumé : Introduction Self-awareness has been found to be an important factor in individuals' performance in daily activities. Yet, to date, the relationship between this factor and handwriting performance has not been examined. The purpose of this study was to compare the handwriting self-awareness (that is, self-knowledge and on-line awareness) and performance of girls and boys, and to examine the relationship between self-awareness and handwriting performance. Method Participants included 86 middle-school students (aged 12–14) enrolled in general education in Israel. A handwriting evaluation assessment was administered along with self-knowledge and on-line awareness questionnaires. Results Gender differences were found in relation to students' self-awareness of their handwriting performance. In comparison with girls, boys perceived their handwriting to be faster, even though their actual handwriting performance was slower. Regarding legibility, only boys showed a significant correlation between self-knowledge and performance, while both genders demonstrated significant correlations between on-line awareness and performance. Conclusion It appears that students aged 12–14 are only moderately aware of their handwriting performance, yet there are gender differences in relation to this awareness. These findings may assist educators and therapists in teaching, evaluating, and developing interventions to improve handwriting performance. Permalink : ./index.php?lvl=notice_display&id=35915

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Occupation-based metacognitive group intervention for older adults experiencing memory problems: Feasibility study / Shlomit Rotenberg in The British Journal of Occupational Therapy, Vol.81 Issue 10 (Octobre 2018)

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Occupational therapy metacognitive intervention for adolescents with ADHD: Teen Cognitive-Functional (Cog-Fun) feasibility study / Nirit Levanon-Erez in The British Journal of Occupational Therapy, Vol. 82 Issue 10 (Octobre 2019)

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