[article] 
inThe British Journal of Occupational Therapy > Vol. 82 Issue 7 (Juillet 2019) . - p. 433-442

Titre :	Effective occupational therapy intervention with children demonstrating reduced social competence during playground interactions
Type de document :	texte imprimé
Auteurs :	Julianne Challita ; Christine Chapparo ; Joanne Hinitt ; Robert Heard
Année de publication :	2019
Article en page(s) :	p. 433-442
Note générale :	doi.org/10.1177/0308022619832467
Langues :	Anglais (eng)
Mots-clés :	Social competence  occupational therapy  cognitive strategies
Résumé :	Introduction Occupational therapists are increasingly referred children who experience difficulty with social interaction at school. Research indicates that social difficulties are impacted by inefficient use of cognitive strategies. The Perceive, Recall, Plan and Perform system of intervention targets underlying cognitive strategies during task performance. This study aimed to investigate the impact of a playground social skills programme based on the Perceive, Recall, Plan and Perform intervention. Method A quantitative, experimental, crossover design was used to evaluate the effectiveness of the Perceive, Recall, Plan and Perform intervention on developing social competence for a group of children in primary school (Kindergarten to Grade Three). Sixteen children participated in the study. Goal attainment scaling scores and Perceive, Recall, Plan and Perform assessment scores rated by teachers were used as outcome measures. Data were analysed using a series of two-way repeated-measures analysis of variance. Results Outcome measures taken at three time-points indicated that the children improved in social performance significantly more when receiving the Perceive, Recall, Plan and Perform intervention compared to opportunities for regular playground activities. This was apparent across both goal attainment scaling change scores and change in intervention total scores. Conclusion This strategy-focused approach appeared to be effective in developing the thinking strategies that facilitate children’s social participation at school.
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[article] Effective occupational therapy intervention with children demonstrating reduced social competence during playground interactions [texte imprimé] / Julianne Challita ; Christine Chapparo ; Joanne Hinitt ; Robert Heard . - 2019 . - p. 433-442.
doi.org/10.1177/0308022619832467
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol. 82 Issue 7 (Juillet 2019) . - p. 433-442

Mots-clés :	Social competence  occupational therapy  cognitive strategies
Résumé :	Introduction Occupational therapists are increasingly referred children who experience difficulty with social interaction at school. Research indicates that social difficulties are impacted by inefficient use of cognitive strategies. The Perceive, Recall, Plan and Perform system of intervention targets underlying cognitive strategies during task performance. This study aimed to investigate the impact of a playground social skills programme based on the Perceive, Recall, Plan and Perform intervention. Method A quantitative, experimental, crossover design was used to evaluate the effectiveness of the Perceive, Recall, Plan and Perform intervention on developing social competence for a group of children in primary school (Kindergarten to Grade Three). Sixteen children participated in the study. Goal attainment scaling scores and Perceive, Recall, Plan and Perform assessment scores rated by teachers were used as outcome measures. Data were analysed using a series of two-way repeated-measures analysis of variance. Results Outcome measures taken at three time-points indicated that the children improved in social performance significantly more when receiving the Perceive, Recall, Plan and Perform intervention compared to opportunities for regular playground activities. This was apparent across both goal attainment scaling change scores and change in intervention total scores. Conclusion This strategy-focused approach appeared to be effective in developing the thinking strategies that facilitate children’s social participation at school.
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