Occupational Therapy Interventions for Children with Attention Deficit Hyperactivity Disorder: A Systematic Review

Nielsen, Sarah; Kelsch, Kamela L.; Miller, Kaci L.

doi:10.1080/0164212x.2016.1211060

Cited by 14 publications

(7 citation statements)

References 37 publications

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“…In sum, despite the surge in popularity of occupational tools (e.g., weighted vests, therapy/stability balls), a lack of rigorous studies exists to determine these tools’ impact on children with ADHD’s classroom functioning (Nielsen, Kelsch, & Miller, 2017; Schecter et al, 2017). This study is the first, to our knowledge, to rigorously examine among a sample of young children diagnosed with ADHD the extent to which fidget spinners improve children’s behavioral and attentional functioning in class and whether it distracts other children in class.…”

Section: Discussionmentioning

confidence: 99%

To Fidget or Not to Fidget, That Is the Question: A Systematic Classroom Evaluation of Fidget Spinners Among Young Children With ADHD

2018

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Section: Discussionmentioning

confidence: 99%

To Fidget or Not to Fidget, That Is the Question: A Systematic Classroom Evaluation of Fidget Spinners Among Young Children With ADHD

2018

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“…28 These discrepant findings may be because of the small sample size and the level IV of evidence in this single case experimental study design. 36 Since there was no difference between children with developmental coordination disorder with or without co-occurring attention deficit hyperactivity disorder in their baseline motor ability and the frequency and type of selected goal during the intervention were similar in these two groups, we believe that motor problem severity and motor goals do not explain difference in transfer of motor learning. It is more likely that greater difficulty with attention and executive function in children with co-occurring attention deficit hyperactivity disorder may account for decreased ability to transfer motor learning to other tasks.…”

Section: Discussionmentioning

confidence: 83%

“… 28 These discrepant findings may be because of the small sample size and the level IV of evidence in this single case experimental study design. 36 …”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Cognitive Orientation to Occupational Performance intervention in improving motor skills of children with developmental coordination disorder: A randomized waitlist-control trial

et al. 2022

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Objectives To determine if Cognitive Orientation to Occupational Performance was effective in improving performance and transfer of motor learning in children with developmental coordination disorder (with/without attention deficit hyperactivity disorder); and whether outcomes were maintained three months post-intervention. Design Randomized waitlist-control trial (ClinicalTrials.gov ID: NCT02597751) Setting BC Children's Hospital, Vancouver, Canada Subjects Thirty-seven children with developmental coordination disorder and 41 children with co-occurring attention deficit hyperactivity disorder (all 8–12 years), randomized to treatment or waitlist groups. Interventions One-hour of intervention once weekly for 10 weeks. Main Measures (1) Canadian Occupational Performance Measure to measure self-perceived performance of motor goals (10-point scale); (2) Performance Quality Rating Scale to measure therapist-observed movement quality (10-point scale); and (3) Bruininks-Oseretsky Test of Motor Proficiency – 2nd ed. to measure overall motor skill ability/transfer of motor learning (percentile). Results Both groups showed significant improvement ( p < 0.001) in motor performance (developmental coordination disorder: pre: 2.7 ± 2.2, post: 7.0 ± 1.0; developmental coordination disorder with attention deficit hyperactivity disorder: pre: 2.3 ± 1.7, post: 7.0 ± 1.5) and movement quality (developmental coordination disorder: pre: 3.0 ± 1.5, post: 6.3 ± 1.7; developmental coordination disorder with attention deficit hyperactivity disorder: pre: 3.0 ± 1.9, post: 5.7 ± 2.3). Three months after treatment, children maintained their gains, but only children with developmental coordination disorder showed transfer of learning to overall motor skills (pre:12 ± 15, post:12 ± 12, follow-up:14 ± 20, p < 0.001). Conclusion Intervention was similarly effective for children with developmental coordination disorder with/without attention deficit hyperactivity disorder in achieving and maintaining functional motor goals, but only children with developmental coordination disorder showed transfer of learning to other motor skills.

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“…Application of moderate pressure touch significantly improved all sensory measures assessed: tactile sensitivity, taste/smell sensitivity, movement sensitivity, sensation seeking, auditory filtering, low energy and visual/auditory sensitivity. Use of sensory input to improve sensory dysfunction has been noted in the pediatric sensory literature for many populations such as ADHD, ASD, Fragile X and more (Nielsen et al , 2017; Schaaf, 2011; Weitlauf et al , 2017). Specific use of massage, a type of moderate level tactile pressure, has been noted to improve sensory function in infants and toddlers (Field, 2014; Hendel, 2017).…”

Section: Discussionmentioning

confidence: 99%

A sensory intervention to improve sleep behaviours and sensory processing behaviours of children with sensory processing disorders

Spira

2021

IJOT

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Purpose This paper aims to investigate if a sensory intervention of moderate pressure touch of children with sensory processing disorder (SPD) affects sleep behaviors and sensory processing behaviors. Design/methodology/approach A total of 50 children, aged 5–11 years with both SPD and sleep difficulties in Israel, were randomly divided into an experimental and a control group, nonblinded. Participants in the experimental group received three weeks of nightly massage by their parents, with a baseline week on both ends. Parents filled out questionnaires reporting on sensory and sleep behaviors and filled out a nightly sleep log. Parents determined outcome goals using goal attainment scoring. The assessment tools used were the short sensory profile and the child sleep habits questionnaire (Dunn, 1999; Owens et al., 2000). Findings Significant improvement was found in the total and subgroup scores of sleep participation measures including sleep onset, sleep anxiety, parasomnias, sleep duration, daytime sleepiness, as well as the total sleep score (F (1,48) = 24.71, p < 0.001). Originality/value Results of this study suggest that consistent application of moderate pressure touch as advised or trained by an occupational therapist may be used in clinical practice to improve sleep participation in children with SPD.

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Occupational Therapy Interventions for Children with Attention Deficit Hyperactivity Disorder: A Systematic Review

Cited by 14 publications

References 37 publications

To Fidget or Not to Fidget, That Is the Question: A Systematic Classroom Evaluation of Fidget Spinners Among Young Children With ADHD

To Fidget or Not to Fidget, That Is the Question: A Systematic Classroom Evaluation of Fidget Spinners Among Young Children With ADHD

Effectiveness of Cognitive Orientation to Occupational Performance intervention in improving motor skills of children with developmental coordination disorder: A randomized waitlist-control trial

A sensory intervention to improve sleep behaviours and sensory processing behaviours of children with sensory processing disorders

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