Efficacy of the Cognitive Orientation to daily Occupational Performance (CO-OP) approach with and without parental coaching on activity and participation for children with developmental coordination disorder: A randomized clinical trial

2021 ◽  
Vol 110 ◽  
pp. 103862
Author(s):  
Clarice Ribeiro Soares Araujo ◽  
Ana Amélia Cardoso ◽  
Helene J. Polatajko ◽  
Lívia de Castro Magalhães
Keyword(s):  
Clinical Trial ◽  
Randomized Clinical Trial ◽  
Developmental Coordination Disorder ◽  
Occupational Performance ◽  
Cognitive Orientation ◽  
Parental Coaching ◽  
Coordination Disorder

scholarly journals Brain functional connectivity in children with developmental coordination disorder following rehabilitation intervention

2021 ◽  
Author(s):  
Sara Izadi-Najafabadi ◽  
Shie Rinat ◽  
Jill G. Zwicker
Keyword(s):  
Functional Connectivity ◽  
Motor Function ◽  
Developmental Coordination Disorder ◽  
List Type ◽  
Occupational Performance ◽  
Attention Regulation ◽  
Rehabilitation Intervention ◽  
Cognitive Orientation ◽  
Brain Changes ◽  
Coordination Disorder

Abstract Background Children with developmental coordination disorder (DCD) show improved motor function after Cognitive Orientation to Occupational Performance (CO-OP) intervention; however, the neural basis for these improvements is unknown. Methods In this randomized waitlist-controlled trial, 78 children with DCD (with/without ADHD) were randomly assigned to either a treatment or waitlist group and underwent three resting-state MRI scans over six months. The treatment group received intervention between the first and second scan; the waitlist group received intervention between the second and third scan. Results After CO-OP intervention, children with DCD [13 male, 8 female; mean (SD) age: 10.0 (1.7) years] showed increased functional connectivity between the default mode network and right anterior cingulate gyrus (p < 0.01). Additional gains were noted at follow-up three months after the intervention, with greater functional connectivity between the dorsal attention network and precentral gyrus (p < 0.02). However, children with DCD + ADHD [18 male, 1 female; mean (SD) age: 10.0 (1.14) years] did not show brain changes following CO-OP. Conclusion For children with DCD, increased functional connectivity in networks associated with self-, emotion-, and attention-regulation may underlie motor skill improvements observed after CO-OP intervention. Modifications to the CO-OP protocol may be required to induce similar brain changes in children with DCD + ADHD. Impact This study provides neuroscientific evidence for the Cognitive Orientation to Occupational Performance (CO-OP) approach as an effective rehabilitation intervention to induce brain and behavioral changes in children with DCD. While children with DCD ± ADHD showed improved motor function after CO-OP, only children with DCD showed brain changes after intervention. Children with DCD showed increased functional connectivity in networks associated with self-, emotion-, and attention-regulation after the intervention. Treatment modifications may be required to induce similar brain changes in children with DCD + ADHD. Pediatricians are encouraged to refer children with DCD  with and without ADHD for CO-OP intervention to improve their motor skills.

Self-Regulation as a Mediator in Motor Learning: The Effect of the Cognitive Orientation to Occupational Performance Approach on Children With DCD

2013 ◽  
Vol 30 (2) ◽  
pp. 103-126 ◽  
Author(s):  
Claire Sangster Jokić ◽  
Helene Polatajko ◽  
David Whitebread
Keyword(s):  
Motor Performance ◽  
Developmental Coordination Disorder ◽  
Self Regulation ◽  
Occupational Performance ◽  
Observational Coding ◽  
Motor Tasks ◽  
Cognitive Orientation ◽  
Coding Method ◽  
Coordination Disorder ◽  
Experience Difficulty

Children with developmental coordination disorder (DCD) experience difficulty performing everyday motor tasks. It is has been suggested that children with DCD have fewer self-regulatory (SR) skills with which to acquire motor skills. This article presents the results of an exploratory study examining the development of SR competence among ten 7–9-year-old children with DCD participating in the Cognitive Orientation to daily Occupational Performance (CO-OP) program (Polatajko & Mandich, 2004). Using a quantitative observational coding method, children’s SR behavior was examined and compared across intervention sessions. Results indicate that children demonstrating improved motor performance similarly demonstrated more independent and effective SR behaviors. In contrast, children whose motor performance remained relatively stable failed to demonstrate such a change. These findings suggest that CO-OP enables SR performance among children with motor performance difficulties and, as a result, facilitates improved task performance.

Effectiveness of interventions to improve participation outcomes for children with developmental coordination disorder: A systematic review

2019 ◽  
Vol 83 (4) ◽  
pp. 256-273 ◽  
Author(s):  
Áine O’Dea ◽  
Katie Robinson ◽  
Susan Coote
Keyword(s):  
Systematic Review ◽  
Outcome Measure ◽  
Developmental Coordination Disorder ◽  
Performance Measure ◽  
Cochrane Library ◽  
Occupational Performance ◽  
Cognitive Orientation ◽  
Outcomes For Children ◽  
Randomised Controlled ◽  
Coordination Disorder

Introduction Developmental coordination disorder affects a child’s motor abilities and participation across environments. This study aimed to review systematically the effectiveness of interventions using a motor, cognitive or psychological approach on participation outcomes in children with developmental coordination disorder. Method A systematic review of the literature published between 2001 and November 2017 was conducted. Eight electronic databases were searched: Embase, PubMed, CINAHL, PsycINFO, the Cochrane Library, Education Full Text (H. W. Wilson databases), SPORTDiscus (all via EBSCO) and Scopus (Web of Science). Results In total, 12 studies met the inclusion criteria: seven randomised controlled trials, two quasi-experimental and three case series. Systematic quality assessment and meta-analysis was not possible given the heterogeneity of research designs, interventions and outcome measures. Limited evidence for participation outcomes was found. The cognitive orientation to daily occupational performance intervention found a between-group effect on the Canadian Occupational Performance Measure (COPM) outcome measure performance, g = 1.0 (0.02, 1.9), and COPM satisfaction, g = 1.4 (0.4, 2.3), in favour of the cognitive orientation to daily occupational performance for one randomised controlled trial. Large significant within-group effects were found for the cognitive orientation to daily occupational performance intervention on the COPM outcome measure COPM satisfaction, d = –2.1 (–5.2, –0.2). Conclusion More high-quality research is needed to strengthen the evidence base regarding occupational therapy interventions to improve participation outcomes for children with developmental coordination disorder.

Cognitive Orientation to (Daily) Occupational Performance: Changes in Strategy and Session Time Use over the Course of Intervention

2008 ◽  
Vol 28 (4) ◽  
pp. 168-179 ◽  
Author(s):  
Sylvia Rodger ◽  
Silvia Liu
Keyword(s):  
Time Use ◽  
Developmental Coordination Disorder ◽  
Cognitive Strategy ◽  
Cognitive Intervention ◽  
Strategy Use ◽  
Occupational Performance ◽  
Domain Specific ◽  
Session Time ◽  
Cognitive Orientation ◽  
Computer Based

Cognitive Orientation to (daily) Occupational Performance (CO-OP) is a cognitive intervention that was developed to assist children with developmental coordination disorder (DCD) enhance their motor performance in everyday activities. Using a computer-based analysis of 10 videotaped treatment sessions for each of four boys with DCD who were 6 to 9 years of age, this study investigated changes in cognitive strategy use and session time use over the course of intervention. Cognitive strategy use focused on the child's use of global and domain-specific strategies during intervention. Session time use referred to the duration of Talking About Task (describing the task or plans that will be executed), Practicing Task (actually doing the task or activity), and Dual Tasking (both talking and doing) coded during video segments observations. Trends in strategy and session time use over 10 sessions appeared to be child- and goal-specific, with few systematic patterns observed. This article discusses the use of specific strategies over time both within and across the four participants. Individual results were varied and highlight the unique child—task—environment interactions that occur during intervention, reinforcing the individualized and client-centered focus of the CO-OP.

Sign in / Sign up

Export Citation Format

Share Document