Ethics code: IR.IUMS.REC.1400.082
Soraya Gharebaghi1 
, Mahdi Rassafiani2 , Narges Shafaroudi3 , Seied Dawood Moini4 , Malahat AkbarFahimi *5
, Mahdi Rassafiani2 , Narges Shafaroudi3 , Seied Dawood Moini4 , Malahat AkbarFahimi *5
1- Department of Occupational Therapy, School of Paramedical and Rehabilitation Sciences, Mashhad University of Medical Sciences, Mashhad, Iran. 2.
2- School of Allied Health, Exercise and Sports Sciences, Charles Sturt University, Albury, New South Wales, Australia. & Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
3- Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences (IUMS), Tehran, Iran.
4- Naghshbandi Day Rehabilitation and Educational Center for Psychological Disorders, Sanandaj, Kurdistan, Iran.
5- Department of Occupational Therapy, School of Rehabilitation Sciences, Neuroscience Research Center, Iran University of Medical Sciences (IUMS), Tehran, Iran. ,akbarfahimi.m@iums.ac.ir
2- School of Allied Health, Exercise and Sports Sciences, Charles Sturt University, Albury, New South Wales, Australia. & Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
3- Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences (IUMS), Tehran, Iran.
4- Naghshbandi Day Rehabilitation and Educational Center for Psychological Disorders, Sanandaj, Kurdistan, Iran.
5- Department of Occupational Therapy, School of Rehabilitation Sciences, Neuroscience Research Center, Iran University of Medical Sciences (IUMS), Tehran, Iran. ,
Abstract: (112 Views)
Background and Aims: The Cognitive Orientation to daily Occupational Performance (CO-OP) approach emphasizes the importance of skill transfer to novel tasks. However, few studies have examined the effectiveness of the CO-OP intervention on skill transfer in children with specific Learning Disorders (SLD). This preliminary study aimed to investigate the effect of the CO-OP approach on acquisition trained tasks and compare its effectiveness on untrained tasks.
Methods: This single-group, pre-test/ post-test quasi-experimental pilot study involved ten children (aged 7-10 years)with SLDs and motor based occupational performance difficulties. Using the Canadian Occupational Performance Measure (COPM), each child selected five goals, three were designated as trained tasks, and two as untrained tasks. The Performance Quality Rating Scale (PQRS) and the Bruninks-Oseretsky Test of Motor Proficiency-second edition (BOT-2) provided additional outcome measures.
Results: Wilcoxon signed-rank tests revealed statistically significant improvements (p = 0.005) in trained tasks, as rated by both parents (regarding performance and satisfaction with performance using the COPM) and therapists (using the PQRS). However, no significant improvement was observed in untrained tasks (p = 0.596 and p = 0.22 for parent ratings of performance and satisfaction on the COPM, respectively; p = 0.49 for therapist ratings on the PQRS). These findings were consistent across both COPM and PQRS assessments. Additionally, scores from the BOT-2 demonstrated significant improvements post-intervention compared to pre-intervention assessments (p = 0.005, p < 0.01).
Discussion: The results of this preliminary pilot study suggest that the CO-OP intervention can improve performance on trained tasks, but no improvement was observed in untrained tasks. Further research with larger sample sizes is needed to confirm these findings and explore factors influencing skill transfer.
Methods: This single-group, pre-test/ post-test quasi-experimental pilot study involved ten children (aged 7-10 years)with SLDs and motor based occupational performance difficulties. Using the Canadian Occupational Performance Measure (COPM), each child selected five goals, three were designated as trained tasks, and two as untrained tasks. The Performance Quality Rating Scale (PQRS) and the Bruninks-Oseretsky Test of Motor Proficiency-second edition (BOT-2) provided additional outcome measures.
Results: Wilcoxon signed-rank tests revealed statistically significant improvements (p = 0.005) in trained tasks, as rated by both parents (regarding performance and satisfaction with performance using the COPM) and therapists (using the PQRS). However, no significant improvement was observed in untrained tasks (p = 0.596 and p = 0.22 for parent ratings of performance and satisfaction on the COPM, respectively; p = 0.49 for therapist ratings on the PQRS). These findings were consistent across both COPM and PQRS assessments. Additionally, scores from the BOT-2 demonstrated significant improvements post-intervention compared to pre-intervention assessments (p = 0.005, p < 0.01).
Discussion: The results of this preliminary pilot study suggest that the CO-OP intervention can improve performance on trained tasks, but no improvement was observed in untrained tasks. Further research with larger sample sizes is needed to confirm these findings and explore factors influencing skill transfer.
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This is an open access article distributed under the terms of the Creative Commons Attribution License (CC-By-NC), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
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