Samaneh Karamali Esmaili1, Afsoon Hassani Mehraban2, Narges Shafaroodi3, Farzaneh Yazdani4, Tayebe Masoumi5, Masoume Zarei6. 1. Samaneh Karamali Esmaili, PhD, OTR, is Assistant Professor, Occupational Therapy Department, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran. 2. Afsoon Hassani Mehraban, PhD, OTR, is Associate Professor, Occupational Therapy Department, Rehabilitation Research Center, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran; mehraban.a@iums.ac.ir. 3. Narges Shafaroodi, PhD, OTR, is Assistant Professor, Occupational Therapy Department, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran. 4. Farzaneh Yazdani, PhD, OTR, is Lecturer, Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, England. 5. Tayebe Masoumi, MSc, OTR, Private Occupational Therapist, Occupational Therapy Department, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran. 6. Masoume Zarei, MSc, OTR, is PhD Candidate, Occupational Therapy Department, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
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.
RCT Entities:
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.
Authors: Dulce Romero-Ayuso; María Ruiz-Salcedo; Sabina Barrios-Fernández; José Matías Triviño-Juárez; Donald Maciver; Janet Richmond; Miguel A Muñoz Journal: Children (Basel) Date: 2021-01-06