Participation in Peer-Play Activities Among Children With Specific Learning Disability: A Randomized Controlled Trial

Abstract

OBJECTIVE. Children with a specific learning disability (SLD) have deficits in social and academic competence and executive function (EF). In this study, we used the Model of Human Occupation to investigate the effect of peer-play activities on occupational values and competence as well as EF skills (i.e., behavior regulation and metacognition) in children with SLD. METHOD. Forty-nine children ages 7–11 yr with SLD were randomly assigned to the peer-play and control groups. Outcome measures were the Behavior Rating Inventory of Executive Function and the Child Occupational Self-Assessment (COSA). RESULTS. Data analysis showed that the effects of the intervention on EF skills were medium to large. The occupational values and competence did not change according to the COSA. CONCLUSION. Occupational therapy practitioners can use peer-play activities to enhance EF in children with SLD; however, perceived occupational values and competence may not show any changes with the peer-play intervention using a self-assessment instrument.

Effect of occupational therapy on self-determination skills of adolescents at risk of emotional and behavioral disorders: A randomized controlled trial

“…The authors believe that considering the concept of MOHO can help to develop and structure the occupation-based interventions. This belief has been confirmed in previous studies ( 35 - 37 ).…”

Using Stakeholder Involvement, Expert Knowledge and Naturalistic Implementation to Co-Design a Complex Intervention to Support Children’s Inclusion and Participation in Schools: The CIRCLE Framework

“…The MOHO is a rehabilitation model that aims to enhance people’s participation, and includes concepts related to how people engage in everyday life focusing on values, attitudes, habits, routines, skills and the environment [ 39 ]. The relevance of the MOHO to understanding psychosocial and environmental factors in community, home and school situations for children is well-established [ 40 , 41 , 42 , 43 , 44 ]. The MOHO uses a holistic understanding of people, their daily life activities, interests and needs, and relationship with their environment to develop interventions [ 39 ].…”

An exploration of social skills in substantially separate settings

“…Research conducted on social development generally presented successful trials (e.g. Esmaili et al., 2019; Koenig et al., 2010; Radley et al., 2017; Wang et al., 2017), or progression of skill in the social domain. A natural conclusion would follow that the participants were supportive of the educators and programmes, but this was not the case.…”