The Hebrew University of Jerusalem, Israel.
Ben-Gurion University of the Negev, Beer-Sheva, Israel.
OTJR (Thorofare N J). 2023 Oct;43(4):600-607. doi: 10.1177/15394492231154197. Epub 2023 Feb 15.
Online awareness is essential to learning from one's experiences, enabling adaptive self-management, often challenged among adolescents with attention-deficit hyperactivity disorder (ADHD). This study used an online awareness tool, the Occupational Performance Experience Analysis (OPEA), to examine (a) the online awareness of occupational performance of adolescents with ADHD and controls and (b) the potential modifiability of online awareness after a brief mediation redirecting attention to task demands and contextual factors. Seventy adolescents with and without ADHD were administered the OPEA after completing cognitive assessments. The OPEA comprises a verbal description of experiences, scored for representation of main actions, temporal context, and coherence, completed again after mediation. Results point to significantly less coherent descriptions of occupational performance among adolescents with ADHD compared with adolescents without ADHD; modifiability was only examined in the ADHD group and demonstrated significantly more coherent descriptions after mediation. Findings may elucidate online awareness of occupational performance as an occupational therapy intervention target for adolescents with ADHD.
在线意识对于从经验中学习至关重要，有助于适应性的自我管理，但患有注意缺陷多动障碍（ADHD）的青少年往往对此存在挑战。本研究使用在线意识工具——职业表现体验分析（OPEA），来检验：（a）ADHD 青少年和对照组的职业表现在线意识；（b）在通过短暂的注意力引导至任务需求和情境因素的调解后，在线意识的潜在可改变性。在完成认知评估后，对 70 名患有和未患有 ADHD 的青少年进行了 OPEA 测试。OPEA 包括对体验的口头描述，对主要动作、时间背景和连贯性的表现进行评分，在调解后再次完成。结果表明，与无 ADHD 的青少年相比，ADHD 青少年的职业表现描述明显缺乏连贯性；可改变性仅在 ADHD 组中进行了检验，表明调解后描述更具连贯性。研究结果可能阐明了职业表现的在线意识，将其作为 ADHD 青少年职业治疗干预的目标。
