Esmaili Samaneh Karamali, Mehraban Afsoon Hassani, Shafaroodi Narges, Yazdani Farzaneh, Masoumi Tayebe, Zarei Masoume
Samaneh Karamali Esmaili, PhD, OTR, is Assistant Professor, Occupational Therapy Department, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
Afsoon Hassani Mehraban, PhD, OTR, is Associate Professor, Occupational Therapy Department, Rehabilitation Research Center, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran;
Am J Occup Ther. 2019 Mar/Apr;73(2):7302205110p1-7302205110p9. doi: 10.5014/ajot.2018.028613.
Children with a specific learning disability (SLD) have deficits in social and academic competence and executive function (EF). In this study, we used the Model of Human Occupation to investigate the effect of peer-play activities on occupational values and competence as well as EF skills (i.e., behavior regulation and metacognition) in children with SLD.
Forty-nine children ages 7-11 yr with SLD were randomly assigned to the peer-play and control groups. Outcome measures were the Behavior Rating Inventory of Executive Function and the Child Occupational Self-Assessment (COSA).
Data analysis showed that the effects of the intervention on EF skills were medium to large. The occupational values and competence did not change according to the COSA.
Occupational therapy practitioners can use peer-play activities to enhance EF in children with SLD; however, perceived occupational values and competence may not show any changes with the peer-play intervention using a self-assessment instrument.
患有特定学习障碍（SLD）的儿童在社交、学业能力和执行功能（EF）方面存在缺陷。在本研究中，我们使用人类作业模式来调查同伴游戏活动对患有SLD的儿童的职业价值观、能力以及执行功能技能（即行为调节和元认知）的影响。
将49名7至11岁患有SLD的儿童随机分为同伴游戏组和对照组。结果测量指标为执行功能行为评定量表和儿童职业自我评估（COSA）。
数据分析表明，干预对执行功能技能的影响为中等至较大。根据COSA，职业价值观和能力没有变化。
职业治疗从业者可以使用同伴游戏活动来提高患有SLD的儿童的执行功能；然而，使用自我评估工具进行同伴游戏干预时，感知到的职业价值观和能力可能不会显示出任何变化。
