Occupational performance goals and outcomes of time-related interventions for children with ADHD

Abstract

Background: Children with attention deficit hyperactivity disorder (ADHD) have difficulties with occupational performance, related to difficulties with time-processing ability. Aims: To examine the outcome of a multimodal time-related intervention designed to support children aged 9-15 years with ADHD, to achieve their occupational performance goals and improve satisfaction with occupational performance. A further aim was to compare the children's ratings of outcome with their parents' ratings and to analyse the occupational performance goals. Material and Methods: A pre-post design was used. Participants were 27 children, aged 9-15 years. Children and parents rated occupational performance and satisfaction at baseline and follow-up, after 24 weeks, using the Canadian Occupational Performance Measure (COPM). The intervention consisted of time-skills training and time-assistive devices (TADs). Descriptive and non-parametric statistics were used. Results: Significant improvements were found in reported performance and satisfaction. Children's were higher than those of their parents. Most goals were about carrying out daily routines, knowing the duration of an activity and knowing what will happen in the near future. Conclusion and significance: The study contributes to knowledge about suitable interventions for children with ADHD who have time-related difficulties. Occupational therapy interventions, including TADs and time-skills training, resulted in significantly improved occupational performance.

Concurrent validity of the Child Occupational Self-Assessment in children with attention-deficit/hyperactivity disorder

“…Attention-deficit/hyperactivity disorder (ADHD) is one of the most common disorders in children. Children with ADHD often have problems in different areas of occupation (Sattari et al, 2015; Wennberg et al, 2021). Noting the need for client-centered interventions in children with ADHD in occupational therapy (Graham et al, 2009), it is necessary to use occupation-based outcomes to indicate health, wellbeing, and occupational participation at the individual level.…”

The effectiveness of weighted blankets on sleep and everyday activities – A retrospective follow-up study of children and adults with attention deficit hyperactivity disorder and/or autism spectrum disorder

“…In addition, individuals with ADHD and ASD had later sleep onset during weekdays (around 30-45 min later in ADHD and ASD than in controls), and young people with ASD woke up earlier than controls despite a later sleep onset time [25]. Earlier studies on children with ADHD have also studied the importance of establishing morning and evening routines independently within set time, indicating a need for interventions targeting morning and evening routines [79]. Whether the improved evening and morning routine findings in the current study are due to differences in sleep patterns, reduced anxiety and/or improved sleep hygiene (e.g.…”

Prospective and Retrospective Verbal Time Estimation in Children with ADHD

“…Earlier findings suggest that methylphenidate has a specific effect on improving timing deficits in ADHD ( Smith et al, 2013 ). Recent studies have shown that cognitive training with time-related interventions, referred to as time-skills training, also improve everyday time management, facilitate the carrying out daily routines, and the occupational performance of children with ADHD ( Wennberg et al, 2018 ; Wennberg et al, 2021 ). Timing skills are related to delay aversion and to impulsivity so that time-related trainings may reduce impulsive behaviors in children as well ( Blume et al, 2019 ).…”