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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.

Background/aim Occupational therapists are commonly referred children who find reduced social competence a barrier to participation in school activities. Little is known about the social skills expected of children at school and the thinking strategies children use during social interactions. This study aimed to investigate the social skills expected of children during school‐based learning activities in the current NSW K‐6 Syllabuses and the types of cognitive strategies expected during social interactions. Methods A qualitative text‐based approach was adopted to explore the range of social skills expected of children at school. A content analysis of text‐based data was used to identify specific social skills represented in the current NSW K‐6 Syllabuses and the types of cognitive strategies required. Cognitive strategy use items from the PRPP System of Task Analysis were used to identify expected ways of thinking that related to social competence outcomes as stated in the Syllabus. Results Findings revealed a high number of social skills represented in expected learning outcomes for all six subjects included in the analysis. Four categories representing expected social behaviours across the syllabuses were identified: intrapersonal skills: communication by language; interpersonal skills and responding to others. Each desired social competence phrase embedded within syllabus objectives aligned with at least one item from the PRPP System of Task Analysis. The highest representation of expected strategy use was items from Recall (memory) and Planning (problem solving and evaluating) Quadrants. Conclusion Investigation into the types of cognitive strategies embedded within Syllabus objectives which relate to social competence can assist therapists more accurately target social skills and associated cognitive strategies required for occupational performance at school. Findings from the study support the use of the PRPP System of Task Analysis for identifying and addressing cognitive strategy use during occupational therapy assessment and intervention.

Introduction: Occupational therapists are increasingly being referred children who experience reduced social competence. Ineffective use of cognitive strategies during social interactions is known to contribute to reduced social competence in children who have difficulty learning. Little is known about the nature of social cognitive strategy use or how it may be observed in children during performance of school occupations. This study aimed to explore the type of difficulties in cognitive strategy use that children experience during performance of social tasks as perceived by their parents. Methods: A retrospective chart review was used to analyse 306 PRPP@HOME (Primary) Parent/Caregiver Questionnaire responses targeting parent perceptions of their child's cognitive strategy use during social interactions. The children were in the first four years of formal schooling and identified by their teachers as having difficulties with social skills. Factor analysis was used to discover conceptual groupings amongst cognitive strategy use items. Results: Four factors emerged from the analysis. Factor One grouped PRPP cognitive strategy items related to organised thinking, attention and processing external sensory details during social performance. Factor Two grouped items related to higher level thinking for internal self-evaluation of behaviour. Factor Three grouped items related to focused and dual attention during social interactions. Factor Four grouped items related to performance and adjustment of behaviour to match the context of social interaction. Conclusion: Parent perceptions indicate that children with reduced social competence experience inefficient use of cognitive strategies which organise attention, sensory perception and planning. This information can be used to specifically target programs which better support the thinking strategies which facilitate children's participation during social activities at school.