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MeSH TERMS
* attention deficit hyperactivity disorder
* child
* executive function
* treatment outcome
OBJECTIVE. The purpose of this study was to examine the effectiveness of the Cognitive-Functional (Cog-Fun) intervention for young children with attention deficit hyperactivity disorder (ADHD).
METHOD. Nineteen children ages 5-7 yr diagnosed with ADHD were allocated to treatment and wait-list control groups. After the 12-wk intervention, the control group was crossed over to treatment. Follow-up was conducted 3 mo after treatment. Outcome measures included the Behavior Rating Inventory of Executive Function and the Canadian Occupational Performance Measure.
RESULTS. Before crossover, significant differences were found between groups in change scores on the outcome measures. After crossover, no significant differences were found in treatment effects, and significant moderate to large treatment effects were found for both COPM and BRIEF scores. Treatment gains were maintained at follow-up.
CONCLUSION. The study supports the effectiveness of the Cog-Fun intervention in improving occupational performance and executive functions in daily life for young children with ADHD.
Maeir, A., Fisher, O., Bar-Ilan, R. T., Boas, N., Berger, I., & Landau, Y. E. (2014). Effectiveness of Cognitive-Functional (Cog-Fun) occupational therapy intervention for young children with attention deficit hyperactivity disorder: A controlled study. American Journal of Occupational Therapy, 68, 260-267. http://dx.doi.org/10.5014/ajot.2014.011700
Attention deficit hyperactivity disorder (ADHD) is a neurobiological disorder that affects 7%-10% of school-age children (Larson, Russ, Kahn, & Halfon, 2011; Spencer, Biederman, & Mick, 2007) and 2%-6% of preschool children (Greenhill, Posner, Vaughan, & Kratochvil, 2008). This disorder is the most prevalent chronic neurodevelopmental disorder of childhood and the number-one reason for referral to mental health treatment (American Academy of Pediatrics [AAP], 2011; American Psychiatric Association [APA], 2013). ADHD is a lifelong neurocognitive disorder involving impaired executive functions (EF) with broad implications that impede participation and quality of life in the present and future (Barkley, 2006; Brown, 2013; Turgay et al., 2012). The growing understanding of the early onset of ADHD among preschoolers, as well as the persistence and long-term implications of the disorder, provides the rationale for early diagnosis and intervention.
Intervention at a young age is of vital importance to improve current occupational functioning and lower the risks for future disabilities (Antshel & Barkley, 2008; Young & Amarasinghe, 2010). Increased understanding of the complex biopsychosocial...