Child and Adolescent Psychiatry, Center for Social and Affective Neuroscience, Department of Biomedical and Clinical Sciences, Linköping University, Linköping, Sweden.
Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Uppsala, Sweden.
Scand J Occup Ther. 2021 Feb;28(2):158-170. doi: 10.1080/11038128.2020.1820570. Epub 2020 Sep 21.
Children with attention deficit hyperactivity disorder (ADHD) have difficulties with occupational performance, related to difficulties with time-processing ability.
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.
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.
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.
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.
患有注意缺陷多动障碍（ADHD）的儿童在职业表现方面存在困难，这与他们的时间处理能力有关。
本研究旨在检验一种针对 9-15 岁 ADHD 儿童的多模态时间相关干预措施的结果，以实现他们的职业表现目标并提高对职业表现的满意度。另一个目的是比较儿童对结果的评价与其父母的评价，并分析职业表现目标。
采用前后测设计。参与者为 27 名 9-15 岁的儿童。儿童及其父母在基线和 24 周后的随访中使用加拿大职业表现量表（COPM）对职业表现和满意度进行评价。干预包括时间技能训练和时间辅助设备（TAD）。采用描述性和非参数统计方法。
报告的表现和满意度均有显著提高。儿童的评价高于其父母的评价。大多数目标都与完成日常活动、了解活动的持续时间以及了解未来的情况有关。
本研究有助于了解适合 ADHD 儿童的干预措施，这些儿童存在与时间相关的困难。职业治疗干预，包括 TAD 和时间技能训练，显著改善了职业表现。
