[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.
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[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.
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