Rehabilitation Research Center, Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences (IUMS), Tehran, Iran.
School of Allied Health, Exercise and Sports Sciences, Charles Sturt University, Albury, Australia.
Occup Ther Int. 2022 Jun 14;2022:4654204. doi: 10.1155/2022/4654204. eCollection 2022.
Children with a specific learning disability (SLD) have deficits in everyday occupations along with executive function in addition to academic issues.
The present study is aimed at investigating the effectiveness of Occupational Performance Coaching (OPC) and the FourQuadrant Model of Facilitated Learning (4QM) interventions on the participation in occupational performance and executive function skills in children with SLD.
This study was a single-case experimental design (multiple baselines) in which six children with SLD were randomly assigned to three groups. In the baseline phase, three groups of children underwent repeated executive function assessments using the Stroop Color and Word Test (SCWT) and the Wisconsin Card Sorting Test (WCST) in the multiple baselines. In the intervention phase, all six mothers of children with SLD individually received OPC and 4QM interventions once a week for 14 sessions of 60 minutes and during this period, children were evaluated six more times for executive function skills according to SCWT and WCST. In addition, The Canadian Occupational Performance Measure (COPM) and Behavior Rating Inventory of Executive Function (BRIEF) at the beginning and the end of the baseline phase and the end of the intervention phase were completed by mothers of children with SLD.
More than 50% PND of the SCWT and WCST in the visual analysis graph's information along with significant changes in COPM scores and large effect size of BRIEF subscales (Cohen's ≥ 0.8) in pre- and postintervention showed the effectiveness of OPC and 4QM on the participation in occupational performance and executive function skills in children with SLD.
The results of the study support the effectiveness of OPC and 4QM interventions on children with SLD. However, research with more participants and experimental methods can provide further evidence.
患有特定学习障碍 (SLD) 的儿童除了学术问题外，在日常作业和执行功能方面也存在缺陷。
本研究旨在调查职业表现辅导 (OPC) 和促进学习的四象限模型 (4QM) 干预措施对 SLD 儿童职业表现和执行功能技能参与的有效性。
这是一项单案例实验设计（多个基线），其中 6 名 SLD 儿童被随机分为三组。在基线阶段，三组儿童使用 Stroop 颜色和单词测试 (SCWT) 和威斯康星卡片分类测试 (WCST) 进行多次重复执行功能评估，采用多个基线。在干预阶段，所有 6 名 SLD 儿童的母亲每周单独接受一次 OPC 和 4QM 干预，共 14 次，每次 60 分钟，在此期间，根据 SCWT 和 WCST 对儿童的执行功能技能进行了另外六次评估。此外，在基线阶段开始和结束以及干预阶段结束时，SLD 儿童的母亲完成了加拿大职业表现测量 (COPM) 和执行功能行为评定量表 (BRIEF)。
视觉分析图信息中的 SCWT 和 WCST 的 PND 超过 50%，COPM 评分的显著变化以及 BRIEF 分量表的大效应量（Cohen's ≥0.8）表明 OPC 和 4QM 对 SLD 儿童的职业表现和执行功能技能参与有效。
研究结果支持 OPC 和 4QM 干预对 SLD 儿童的有效性。然而，更多参与者和实验方法的研究可以提供进一步的证据。
