Parental Occupational Executive Training: Feasibility and Parental Perceptions

Frisch, Carmit; Rosenblum, Sara; Tirosh, Emanuel

doi:10.1177/1539449220912191

Cited by 5 publications

(3 citation statements)

References 31 publications

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“…The significant correlation between the concomitant change observed in hyperactivity–impulsivity and daily function management may be attributable to the parents’ priorities. Parents in the current sample prioritised daily dysfunctions highly associated with hyperactivity/impulsivity (e.g., children’s ability to sit for a few minutes during dinner, respond moderately when frustrated, or calmly play a game with a clear purpose indoors [ 17 ]). Indeed, some researchers claimed that parents of preschoolers tend to perceive ADHD-derived inattentiveness as less problematic [ 31 ] and consider hyperactivity and impulsivity as more impairing [ 32 ].…”

Section: Discussionmentioning

confidence: 99%

“…The DSM-IV-TR criteria for ADHD were translated into Hebrew and adapted for preschool children. Three expert occupational therapists and a senior neurologist established expert validity for this questionnaire version (see [ 11 , 17 ] for more details).…”

Section: Methodsmentioning

confidence: 99%

“…Parents were not exposed to the baseline assessment scores of any of the study measure (CPRS, EFORTS) but could not be blinded to the study condition. For a detailed description of the intervention and the POET feasibility testing, including researcher fidelity, see [ 17 ].…”

Section: Methodsmentioning

confidence: 99%

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Children with ADHD Symptomatology: Does POET Improve Their Daily Routine Management?

2023

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Children with attention-deficit/hyperactivity disorder (ADHD) struggle with executive delays while managing their daily tasks. This is a secondary analysis of existing data from open-label research examining the efficacy of Parental Occupational Executive Training (POET). It further examines POET’s efficacy in increasing young children’s (3.83 to 7.08 years) executive control over daily routines, and in decreasing their ADHD symptoms. Additionally, the second analysis investigates which of the children’s increased capabilities is better associated with the change in their daily routine management following the intervention. Parents of children with ADHD symptomatology (N = 72, 55 boys) received eight POET sessions. They completed standardised ADHD symptomatology, executive management of daily routines, and executive functions (EF) questionnaires at pretest, post-test, and 3-month follow-up. Children’s ADHD symptoms and their management of daily routines significantly improved following the POET intervention. The children’s score changes in EF accounted for 37% of the variance in their improved routine management. These findings suggest that interventions aiming to increase children’s executive control over their daily routines should improve their broader array of EF besides decreasing core ADHD symptoms.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Children with ADHD Symptomatology: Does POET Improve Their Daily Routine Management?

2023

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The effect of cognitive orientation to daily occupational performance in children with attention deficit hyperactivity disorder: A pilot randomized controlled study

Gurlek,

Bumin

2024

Applied Neuropsychology: Child

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A scoping review of coaching in occupational therapy: Mapping methods, populations and outcomes

Graham,

Kessler,

Nott

et al. 2024

Aus Occup Therapy J

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IntroductionCoaching is proposed as a core enabling skill of occupational therapy and increasingly suggested for a diverse range of health populations. In recent years, research on coaching has proliferated, emerging from within and outside of occupational therapy. Yet, concern has been raised about the absence of theoretical underpinning and diversity of descriptions of coaching in occupational therapy, as well as low‐quality evidence supporting its effectiveness. The aim of this study is to map the use of coaching by occupational therapists from 2007 to 2022 to identify the populations, settings and outcomes it is applied to, differences between coaching interventions and evidence supporting its use.MethodsThis systematic scoping review applied Arksey and O'Malley's five‐stage methodological framework with further methodological direction using the Levac framework. There was no consumer involvement in undertaking this review.ResultsFindings from 60 research publications on coaching indicate its use with populations across the lifespan in primarily community settings to improve occupational performance, participation and self‐efficacy. A wide range of coaching interventions are designed or used by occupational therapists, with Occupational Performance Coaching being the most researched (16/27, 59% of named interventions). Common elements of coaching interventions included collaborative goal setting and problem‐solving; however, a lack of described theory or coaching methods persists. High‐quality study designs indicate its effectiveness; however, an absence of fidelity definition or monitoring limits interpretation of many studies.ConclusionThe language of coaching is becoming common practice within occupational therapy, and evidence indicates effectiveness of some coaching interventions. Advances in coaching research and use by occupational therapists will be aided by an explicit statement of the theoretical basis for coaching interventions, with congruent coaching methods, mechanisms and outcomes stated.PLAIN LANGUAGE SUMMARYThis scoping review maps the use of coaching by occupational therapists in current published research. Key aspects of coaching examined include how coaching is defined, who it is used with and how effective it is. The kinds of outcomes that coaching is intended to improve are also reported. From 633 publications, 60 research publications were fully analysed. The use of coaching by occupational therapists has grown rapidly over the past 10 years. Strong evidence of its effectiveness exists for achieving the personal goals of people receiving occupational therapy when goals describe changes in everyday life activities. Coaching is being used with people across the lifespan with a variety of disabilities and chronic conditions and their caregivers/parents, most commonly parents of children with developmental issues. The key features of coaching interventions used by occupational therapists include collaborative goal setting, shared problem‐solving and client‐led action planning. Some elements of coaching are also used within other interventions with a wider range of methods. Coaching is believed to work by supporting an individual's self‐belief that they can make changes. Theories that underpin coaching vary but commonly focus on self‐determination, behaviour change and occupational therapy theory. However, many of the coaching interventions do not describe any theoretical basis nor coaching methods in detail. Future research on coaching in occupational therapy should ensure a clear explanation of the theory that underpins it, coaching methods and monitoring of how well coaching is applied.

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Parental Occupational Executive Training: Feasibility and Parental Perceptions

Cited by 5 publications

References 31 publications

Children with ADHD Symptomatology: Does POET Improve Their Daily Routine Management?

Children with ADHD Symptomatology: Does POET Improve Their Daily Routine Management?

The effect of cognitive orientation to daily occupational performance in children with attention deficit hyperactivity disorder: A pilot randomized controlled study

A scoping review of coaching in occupational therapy: Mapping methods, populations and outcomes

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