Cognitive Orientation to daily Occupational Performance (<scp>CO</scp>‐<scp>OP</scp>) as group therapy for children living with motor coordination difficulties: An integrated literature review

Anderson, Leanne; Wilson, Jessie; Williams, G.

doi:10.1111/1440-1630.12333

Cited by 17 publications

(10 citation statements)

References 44 publications

(142 reference statements)

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“…Our study adds to the growing body of evidence supporting occupational therapy interventions targeting transition to school and school-based occupations (Kadar et al, 2020; Anderson et al, 2017; Myers, 2008, Lust and Donica, 2011). Certainly, effect sizes were encouraging, particularly in light of the relative brevity of the program (Table 2).…”

Section: Discussionmentioning

confidence: 78%

“…Group work is efficient in its utilisation of resources and has the potential for reducing waiting lists, possibility improving access to services. For some paediatric populations, groups are as effective as individual interventions for families’ satisfaction, improvement of children’s skills and overall cost-effectiveness (Camden et al, 2012; Anderson et al, 2017; Vertes et al, 2014).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

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Making all the right moves: Clinician-led development and pilot of an evaluative toolkit for a community-based school readiness group program

Henderson¹,

Hughes²,

Coxon

2022

British Journal of Occupational Therapy

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Introduction Children often present to occupational therapy with delays in pre-school occupations, with underlying skill deficits. If unaddressed, deficits may affect adjustment to school, jeopardising educational progress. Although evidence supports group-based interventions, evaluation can be time-intensive and expensive. We developed and piloted an evaluative toolkit to measure and report outcomes for short school readiness groups. Method We sought measures that were inexpensive, reliable and responsive to change in key domains. Skills and pre-school occupations were measured in children [ n = 58; mean = 5 years] before and after our school starters group program. Parents rated their children’s skills, school readiness and level of school-related anxiety. Results Our resource-efficient, multi-measure, skills-based evaluative toolkit reliably recorded changes in children’s performance in our school readiness program. Measures were adapted for groups. Children demonstrated improvements in skills important for successful school transition pre-post program; including static and dynamic balance, pencil grasp/control, pre-writing/drawing skills and name writing. Parents’ confidence in their child’s readiness for school increased, while school-related-anxiety decreased. Conclusion The evaluative toolkit proved responsive to change and showed excellent inter-rater reliability. Measures were practicable for groups, easy to administer and score, and engaged parents in their child’s progress. In our six-session School Starters group, important pre-school skills were improved in participating children.

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Section: Discussionmentioning

confidence: 78%

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Making all the right moves: Clinician-led development and pilot of an evaluative toolkit for a community-based school readiness group program

Henderson¹,

Hughes²,

Coxon

2022

British Journal of Occupational Therapy

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“…In some communities, a medical approach is seen as the dominant approach, however the efficacy of occupationbased interventions in children with CP has been reported in several studies. 36,37 Providing the parent with information about the type of intervention and how it can be effective in an understandable manner is important.…”

Section: Discussionmentioning

confidence: 99%

<p>Exploration of the Influential Factors on Adherence to Occupational Therapy in Parents of Children with Cerebral Palsy: A Qualitative Study</p>

Rezaie¹,

Kendi²

2020

PPA

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Background: Cerebral palsy (CP) is the leading cause of permanent disability in children. Occupational therapists serve a primary role in the rehabilitation of children with CP. Poor adherence to treatment is common. The aim of this study is to explore the viewpoint of occupational therapists on factors which impact adherence to occupational therapy (OT) interventions among parents of children with CP. Material and Methods: A qualitative approach using semi-structured interviews were employed. Our participants were recruited by purposive sampling among occupational therapists who were working in Kermanshah province, western Iran. The interviews were taped and transcribed. Content analysis using constant comparison was performed. Results: The mean age of our participants was 34.23±7.50. Four main categories with specific subcategories emerged as important in affecting adherence. The first category of child and family-related factors described factors such as the clinical status of the child and family composition. These factors had the potential for both improving and reducing adherence to treatment. The second category of therapist-related factors described the effect of appropriate professional skills of the therapist on improving adherence and included clinical competency, communication skills, and job satisfaction. The third category of environmental factors addressed factors such as cultural views of child disability and access to OT interventions. The category mostly emphasized environmental barriers to adherence to treatment. The fourth category of therapy-related factors described barriers such as the type of therapy, and the length of treatment. Conclusion: Adherence to OT interventions in parents of children with CP can be influenced by several factors.

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“…Several studies demonstrated the effectiveness of the original individual CO-OP-based training sessions for individual children with DCD (e.g., [ 5 ]) as well as variations of CO-OP group interventions ([ 7 ], for a review). Benefits of group interventions are the opportunity to meet other children and families facing similar difficulties and challenges and to learn from peers [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Benefits of an Intensive Individual CO-OP Intervention in a Group Setting for Children with DCD

Krajenbrink

Lust

Heeswijk

et al. 2022

Occupational Therapy International

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Purpose. The present study focused on the impact of an adapted Cognitive Orientation to daily Occupational Performance (CO-OP) five-day intervention program for children with developmental coordination disorder (DCD). Important adaptations were the new combination of individual CO-OP sessions and group activities, the short and intensive program that was followed by a training and coaching trajectory, and the use of video logs. Materials and Methods. Eighteen children with DCD (aged 8-16 years) participated in the five-day intervention during which they worked on three intervention goals. After the intervention, during an eight-week training and coaching trajectory for parents and children, children worked on a transfer goal. Assessment took place at four moments in time: two pretest measures, a posttest measure, and a 3-month follow-up measure. Primary outcome measures focused on changes in performance and satisfaction of self-chosen intervention and transfer goals. The secondary outcome measure explored changes in children’s attitude, motivation, and confidence in relation to motor skill activities, social skills, and level of participation. Results. Significant improvements were found with regard to the performance and satisfaction of intervention goals. For the transfer goal, only parents reported significant improvements. Finally, parents indicated potential improvements with regard to the attitude, motivation, and confidence of their children, but not for their social skills or level of participation. Conclusion. The findings are promising with regard to the efficacy of this adapted CO-OP intervention for improving intervention goals, but less effective for transfer of learned skills to other goals after the intervention. Future research should focus on how postintervention parental coaching can be improved in order to increase generalization and transfer.

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Cognitive Orientation to daily Occupational Performance (CO‐OP) as group therapy for children living with motor coordination difficulties: An integrated literature review

Cited by 17 publications

References 44 publications

Making all the right moves: Clinician-led development and pilot of an evaluative toolkit for a community-based school readiness group program

Making all the right moves: Clinician-led development and pilot of an evaluative toolkit for a community-based school readiness group program

<p>Exploration of the Influential Factors on Adherence to Occupational Therapy in Parents of Children with Cerebral Palsy: A Qualitative Study</p>

Benefits of an Intensive Individual CO-OP Intervention in a Group Setting for Children with DCD

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