Parental Occupation Executive Training (POET): An Efficient Innovative Intervention for Young Children with Attention Deficit Hyperactive Disorder

Frisch, Carmit; Tirosh, Emanuel; Rosenblum, Sara

doi:10.1080/01942638.2019.1640336

Cited by 11 publications

(17 citation statements)

References 34 publications

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“…Moreover, ADHD-related difficulties in mothers may attenuate their self-efficacy, affecting co-regulation and scaffolding capabilities [ 101 ]. Interventions such as Parental Occupation Executive Training (POET [ 102 ]), in which parents participate in weekly one-on-one sessions, promote personal daily functioning goals for young children with ADHD. POET has been shown to be effective in early stages of research, demonstrating improvement in parents’ ability to self-regulate and suggesting an enhancement in their ability to support their child’s executive functions and daily functioning [ 102 ].…”

Section: Discussionmentioning

confidence: 99%

“…Interventions such as Parental Occupation Executive Training (POET [ 102 ]), in which parents participate in weekly one-on-one sessions, promote personal daily functioning goals for young children with ADHD. POET has been shown to be effective in early stages of research, demonstrating improvement in parents’ ability to self-regulate and suggesting an enhancement in their ability to support their child’s executive functions and daily functioning [ 102 ]. In addition, the Cog-Fun OT intervention suggests that parental self-efficacy highly benefits from parental involvement, beyond the improvement in the child’s daily functioning and executive functions [ 52 ].…”

Section: Discussionmentioning

confidence: 99%

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Exploring Co-Regulation-Related Factors in the Mothers of ADHD Children—Proof of Concept Study

Yaacoby-Vakrat,

Pade,

Bar-Shalita

2023

Children

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Background: Attention deficit hyperactivity disorder (ADHD) is a complex neurological condition interfering with family relationships and co-regulation capabilities. Therefore, exploring factors underpinning parental co-regulation ability is crucial for future fostering relationships in families of children with ADHD. Objective: This preliminary study aims to characterize and compare the executive-functions, anxiety, self-efficacy, and sensory modulation in mothers of children with and without ADHD. Method: Mothers of children with (study group) and without (control-comparison, group) ADHD completed online self-reports, measuring executive-functions; parental self-efficacy; anxiety; and sensory modulation. Results: The study group (N = 40) had lower self-efficacy compared to the control group (N = 27; p = 0.018), and the control group had lower sensory responsiveness (p = 0.025). Within both groups the Behavior Rating Inventory of Executive Function-Adult (BRIEF-A) Global Executive Function Composite score (GEC) and the Beck Anxiety Inventory (BAI) were moderately correlated. Further, within the study group correlations were found between the BRIEF-A-GEC and the Sensory Responsiveness Questionnaire (SRQ)-Aversive scores (r = 0.37, p ≤ 0.01), and between the BRIEF-A Behavioral-Rating-Index and the parental self-efficacy scores (r = 0.31, p ≤ 0.05). Within the control group, negative correlations were found between the BRIEF-A-GEC and SRQ-Hedonic scores (r= −0.44, p < 0.05). Conclusion: Self-efficacy, executive-functions, high sensory responsiveness and anxiety traits are interwoven and may impact parental co-regulation ability.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Exploring Co-Regulation-Related Factors in the Mothers of ADHD Children—Proof of Concept Study

Yaacoby-Vakrat,

Pade,

Bar-Shalita

2023

Children

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“…During the preidentification period, negative influences may appear in the children's and the parent's functional and emotional experiences, as well as in the interactions between parents and their children [51]. Children's frustration and sense of failure, accompanied by family strains, can cause secondary socioemotional, social, and family problems and deficient participation and self-perception [74–77].…”

Section: Discussionmentioning

confidence: 99%

“…The CHECK is a one-page questionnaire designed for use by parents to provide information about their children's ability to function within the context of their natural environments during the previous three months. The questionnaire was developed based on a number of resources that established the tool's content validity: (a) the DSM-5 definitions of SLD, ADHD, and DCD [1], (b) the ICF framework, which served as the basis for understanding interactions between components that reflect functioning [30], (c) Barkley's hybrid model of executive functions [27], (d) the current literature about daily functional challenges of children with these conditions, (e) previously designed screening questionnaires (e.g., [49, 50]), and (f) analysis of interviews with parents of children and adults with SLD, ADHD, and DCD about their children's daily functioning experiences, confrontations, and challenges (e.g., [17, 51–54]). Initially, based on these resources and the researchers' extensive clinical experience, including observations on young children, 48 statements were formulated by the first author to reflect daily routine functions that challenge children aged 3 to 6 years with suspected invisible disabilities because of the need for executive function involvement in their performance (i.e., ADL, communication, inhibition and self-regulation, and organization in space and time).…”

Section: Methodsmentioning

confidence: 99%

The Child Evaluation Checklist (CHECK): A Screening Questionnaire for Detecting Daily Functional “Red Flags” of Underrecognized Neurodevelopmental Disorders among Preschool Children

Rosenblum

Zandani

Deutsch-Castel

et al. 2019

Occupational Therapy International

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Background Early identification of invisible comorbid neurodevelopmental disorders, such as specific learning disorders, attention deficit hyperactive disorders, and developmental coordination disorders, is crucial to improving children's daily functional deficits related to executive functions. However, a practical questionnaire to address parents' concerns is lacking. Aims To develop a reliable and valid assessment tool that can identify young children at risk for invisible underrecognized neurodevelopmental disorders. This article describes the development and standardization of the Child Evaluation Checklist (CHECK). Methods and Procedures Participants were 186 children aged 3 to 6 years: 91 with suspected invisible neurodevelopmental disorders, and 95 controls with typical development. Parents completed a demographic questionnaire, the CHECK, and the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P). Outcomes and Results The CHECK's construct validity indicated high internal consistency for each part (Part A: α = .94; Part B: α = .90) and moderate-to-high consistency for each of Part A's four factors. Significant correlations, as well as significant group differences, were found between the CHECK factors and BRIEF-P scores. Conclusions and Implications Use of the CHECK allows for timely identification of suspicious (“red flags”) invisible neurodevelopmental disorders. It may support parents' sufficient awareness and knowledge to refer their children for comprehensive evaluation and intervention.

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“…It was found to be of promising clinical utility in improving daily functioning that requires OTMP skills among children with ADHD [ 10 ]. However, to the best of our knowledge, there has been no reported evidence-based PT to conceptually promote EF and their consequent implications on the daily functioning management of pre-schoolers [ 11 ]. Forty PTs for children aged 3 to 15 years, examined by Lee, Niew, Yang, Chen, and Lin [ 12 ], aimed at changing the children’s behaviour and parents’ behaviours and perceptions.…”

Section: Introductionmentioning

confidence: 99%

Children with ADHD Symptomatology: Does POET Improve Their Daily Routine Management?

2023

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Children with attention-deficit/hyperactivity disorder (ADHD) struggle with executive delays while managing their daily tasks. This is a secondary analysis of existing data from open-label research examining the efficacy of Parental Occupational Executive Training (POET). It further examines POET’s efficacy in increasing young children’s (3.83 to 7.08 years) executive control over daily routines, and in decreasing their ADHD symptoms. Additionally, the second analysis investigates which of the children’s increased capabilities is better associated with the change in their daily routine management following the intervention. Parents of children with ADHD symptomatology (N = 72, 55 boys) received eight POET sessions. They completed standardised ADHD symptomatology, executive management of daily routines, and executive functions (EF) questionnaires at pretest, post-test, and 3-month follow-up. Children’s ADHD symptoms and their management of daily routines significantly improved following the POET intervention. The children’s score changes in EF accounted for 37% of the variance in their improved routine management. These findings suggest that interventions aiming to increase children’s executive control over their daily routines should improve their broader array of EF besides decreasing core ADHD symptoms.

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Parental Occupation Executive Training (POET): An Efficient Innovative Intervention for Young Children with Attention Deficit Hyperactive Disorder

Cited by 11 publications

References 34 publications

Exploring Co-Regulation-Related Factors in the Mothers of ADHD Children—Proof of Concept Study

Exploring Co-Regulation-Related Factors in the Mothers of ADHD Children—Proof of Concept Study

The Child Evaluation Checklist (CHECK): A Screening Questionnaire for Detecting Daily Functional “Red Flags” of Underrecognized Neurodevelopmental Disorders among Preschool Children

Children with ADHD Symptomatology: Does POET Improve Their Daily Routine Management?

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