Visual Perception Abilities and Executive Functions in Children with School-Related Occupational Performance Difficulties

Ziviani, Jenny; Copley, Jodie; Ownsworth, Tamara; Campbell, Natalie E.; Cummins, Kristie L.

doi:10.1080/19411240802589247

Cited by 6 publications

(5 citation statements)

References 28 publications

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“…Social occupations-exceedingly complex because of the constant perception and interpretation of social cues, selection and inhibition of appropriate responses, and ongoing monitoring and adaptation of responses-are ''inherently linked with executive functioning'' (Connor & Maeir, 2011, p. S4) and to higher rates of peer and familial conflict (e.g., Cermak & Maeir, 2011). When impaired EF leads to difficulties in performing novel and complex tasks, compromised decision making, and selfregulation issues, school and academic performance are negatively impacted across the life span, and individuals become frustrated with their ineffectual and unsuccessful efforts and unsatisfactory outcomes (e.g., Connor & Maeir, 2011;Ziviani, Copley, Ownsworth, Campbell, & Cummins, 2008).…”

Section: Executive Functioning Impacts Broadly On Occupational Performentioning

confidence: 99%

“…Recently, the term ''atypical brain development'' (Josman & Rosenblum, 2011, p. 223) was used to capture a group of diagnoses-learning disability, ADHD, developmental coordination disorder, and specific language impairment-in which EF is described as a common issue with children. Only a few articles have explicitly discussed EF in children who were not described as having specific diagnoses (e.g., Josman & Jarus, 2001;Rocke, Hays, Edwards, & Berg, 2008;Weintraub, Yinon, Hirsch, & Parush, 2009;Ziviani et al, 2008).…”

Section: Multiple Populations Are At Risk For Impaired Executive Funcmentioning

confidence: 99%

“…This assessment issue underscores the polarity of a bottom-up orientation to practice that emphasizes correcting performance components and a top-down orientation that evaluates the level of occupational performance itself (e.g., Josman & Birnboim, 2001). Top-down, occupation-based performance assessments that demand observation of the occupational performance in context affords the occupational therapist insight into contextual and task demands as well as into the difficulties that a client may have with execution of complex occupations (e.g., Bottari et al, 2010;Rocke et al, 2008;Ziviani et al, 2008). Intervention approaches are similarly polarized between interventions that focus on remediating components and a growing trend toward the systematic use of a metacognitive framework to provide structure and context for strategies developed and accommodations that will be required.…”

Section: Points Of Tensionmentioning

confidence: 99%

See 2 more Smart Citations

Executive functioning: A scoping review of the occupational therapy literature / Les fonctions exécutives : une analyse de la portée de la littérature en ergothérapie

Cramm¹,

Krupa²,

Missiuna³

et al. 2013

Can J Occup Ther

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Background. Increasingly recognized as an important factor in the performance of complex, goal-directed tasks, executive functioning is understood in different ways across disciplines. Purpose. The aim was to explore the ways in which executive functioning is conceptualized, discussed, described, and implied in the occupational therapy literature. Method. A scoping review of the occupational therapy literature was conducted following Levac, Colquhoun, and O'Brien's (2010) recommended methodology. Results. Executive functioning is described both as a set of performance component skills or processes and as the executive occupational performance inherent in complex occupations. Executive functioning is implicit in occupational performance and engagement, and some health conditions seem to be commonly associated with impaired executive functioning. Assessing executive functioning requires dynamic occupation-and performance-based assessment. Interventions targeting executive functioning are grounded in metacognitive approaches. Conclusion. Executive functioning is a complex construct that is conceptualized with considerable variance within the occupational therapy literature, creating barriers to effective service delivery. Abré gé Description. Bien qu'elles soient reconnues comme un facteur déterminant du rendement lors de la réalisation de tâches complexes et dirigées vers un but, les fonctions exécutives sont définies de différentes façons d'une discipline à l'autre. But. Examiner comment les fonctions exécutives sont conceptualisées, discutées, décrites et sous-entendues dans la littérature en ergothérapie. Mé thodologie. Une analyse de la portée de la littérature en ergothérapie a été réalisée, selon la méthodologie recommandée par Levac, Colquhoun et O'Brien's (2010). Ré sultats. Les fonctions exécutives sont décrites à la fois comme un ensemble de compétences ou de processus liés à la composante du rendement, et comme le rendement occupationnel exécutif inhérent aux occupations complexes. Les fonctions exécutives sont contenues implicitement dans le rendement occupationnel et la participation occupationnelle et certains problèmes de santé semblent être associés couramment à un trouble des fonctions exécutives. L'évaluation des fonctions exécutives fait appel à une évaluation dynamique du rendement occupationnel. Les interventions ciblant les fonctions exécutives sont fondées sur des approches métacognitives. Conclusion. Les fonctions exécutives sont un construit complexe et l'on observe une variance considérable face à la conceptualisation de ce construit dans la littérature en ergothérapie, ce qui constitue un obstacle à la prestation de services efficaces.

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Section: Executive Functioning Impacts Broadly On Occupational Performentioning

confidence: 99%

Section: Multiple Populations Are At Risk For Impaired Executive Funcmentioning

confidence: 99%

Section: Points Of Tensionmentioning

confidence: 99%

See 1 more Smart Citation

Executive functioning: A scoping review of the occupational therapy literature / Les fonctions exécutives : une analyse de la portée de la littérature en ergothérapie

Cramm¹,

Krupa²,

Missiuna³

et al. 2013

Can J Occup Ther

View full text Add to dashboard Cite

show abstract

“…Impaired EFs can lead to compromised self-regulation and decision making, as well as difficulty performing complex or novel tasks. This, in turn, can negatively affect academic performance across the adolescents’ life span, leading them to become frustrated when their efforts prove ineffectual and unsuccessful and the outcomes are unsatisfactory (e.g., [ 44 , 45 ]). For example, Mann and Snover [ 15 ] measured academic performance to examine how EFs can affect students’ role performance and found a significant correlation between poor executive functioning and low academic performance, regardless of setting.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Impacts of Environmental Factors on Adolescents’ Daily Participation: A Structural Equation Modelling Approach

Fogel

Josman

Rosenblum

2020

IJERPH

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Adolescents with neurodevelopmental difficulties struggle to perform daily activities, reflecting the significant impact of executive functions on their participation. This research examines an integrated conceptual model wherein supportive environmental factors in the community, school and home settings explain the children’s participation (involvement and frequency) with their daily activities performance as a mediator. Parents of 81 10- to 14-year-old adolescents with and without executive function deficit profiles completed the Participation and Environment Measure for Children and Youth and the Child Evaluation Checklist. A secondary analysis was conducted to examine the structural equation model using AMOS software. The results demonstrated support for the hypothesised model. Supportive environmental demands in school predicted 32% of home participation, and the adolescents’ daily performance reflected that executive functions mediated the relationship between them. Together, these findings highlight the school environment as the primary contributor that affects the children’s functioning according to their parents’ reports and as a predictor of high participation at home in terms of frequency and involvement. This study has implications for multidisciplinary practitioners working with adolescents in general, and in the school setting specifically, to understand meaningful effects of executive functions on adolescents’ daily functioning and to provide accurate assistance and intervention.

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“…Segundo a Gestalt, o importante é perceber a forma por ela mesma, vê-la como "todo" estruturado, resultantes de relações entre as partes do todo (Gomes, 2000). Outros testes também incluem os parâmetros referidos anteriormente como é o caso do DTVP clássico e suas modalidades (DTVP-2 e DTVP-A), amplamente empregados em avaliações clíni-cas e pesquisas científicas envolvendo análise da percepção visual (Gray, 2006;Ito et al, 2008;Ziviani, Copley, Ownsworth, Campbell, & Cummins, 2008).…”

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Construção e evidências psicométricas de uma escala de avaliação da percepção visual

Andrade

Dias

Oliveira

et al. 2012

Psicol. Reflex. Crit.

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ResumoEste estudo teve como objetivo construir e conhecer os parâmetros psicométricos de um instrumento para análise da percepção visual de adultos. Para a construção da escala participaram 295 adultos saudáveis, sem déficits cognitivos ou perceptivo-visuais. Nesta etapa foi formulada uma escala tetrafatorial constituída por 20 itens que avaliam quatro dimensões referentes à percepção visual: constância da forma, figurafundo, posição e relação espacial. Para obter evidências de validade foi utilizada uma amostra de 183 voluntários com boa saúde física e mental e acuidade visual normal ou corrigida. Os dados obtidos relatam a existência de concordância interjuízes, adequação semântica e significância no teste-reteste do instrumento. Os coeficientes de fidedignidade variaram de 0,84 a 0,93. Os quatro fatores esperados foram encontrados, cada um contendo 5 itens, e juntos explicaram 57,52% da variância do constructo. O instrumento apresentou parâmetros psicométricos adequados, o que pode justificar sua utilidade em pesquisas básicas e na prática clínica. Palavras-chave: Percepção visual, avaliação psicológica, adultos. AbstractThe main objective of this study was to develop and examine the psychometric parameters of an instrument used to evaluate adults' visual perception. The basic assumption was that visual perception includes constancy of form, figure-ground, position and spatial relation. A 4-factor solution was expected. Respondents were 183 healthy adults without cognitive or visual perception impairment. In the instrument it was possible to establish the existence of inter-judges agreement, semantic adequacy and test-retest significance. The reliability coefficients ranged from 0.84 to 0.93. The four expected factors were found, each one containing 5 items. This solution accounted for 57.52% of the construct variance indicating that the instrument has good psychometric parameters, which suggests its applicability in scientific research and clinical practice.

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Visual Perception Abilities and Executive Functions in Children with School-Related Occupational Performance Difficulties

Cited by 6 publications

References 28 publications

Executive functioning: A scoping review of the occupational therapy literature / Les fonctions exécutives : une analyse de la portée de la littérature en ergothérapie

Executive functioning: A scoping review of the occupational therapy literature / Les fonctions exécutives : une analyse de la portée de la littérature en ergothérapie

Exploring the Impacts of Environmental Factors on Adolescents’ Daily Participation: A Structural Equation Modelling Approach

Construção e evidências psicométricas de uma escala de avaliação da percepção visual

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