The effect of group play on occupational adaptation in students with learning disorder
- Conditions
- specific learning disorder.
- Registration Number
- IRCT2015022321208N1
- Lead Sponsor
- Iran Univercity of Medical Sciences- School of Rehabilitation Sciences
- Brief Summary
Abstract <br /> Title: The effect of participation in peer play on occupational adaptation process in 7-11 year-old students with specific learning disorder according to the “Model of Human Occupation”<br /> Introduction: It is well known that students with specific learning disabilities (SLD) have deficits in social/academic competence, and executive function. The common therapeutic approaches of training in these areas are educational. On the other hand, occupational competence of these children has not been purpose of previous studies. The aim of this research is to investigate if a peer play intervention is effective on occupational values and competence, and behavior regulation and metacognition skills of executive function in students with SLD. This research is done according to the Model of Human Occupation (MOHO).<br /> Methods: In this randomized clinical trial 49 students aged 7-11 years with SLD were randomly assigned to intervention (23 subjects) and control (26 subjects) group. Students in intervention group received playful activities that were adapted to cultural context based on play history in group sessions with applying MOHO strategies. Subjects in control group received no intervention. Outcome measures included The Behavior Rating Inventory of Executive Function (BRIEF) and Child Occupational Self-Assessment (COSA). Independent sample t-test were used to compare mean changes before and after intervention between groups.<br /> Results: The mean change of occupational values and competence respectively was 1.04 and 7.52 in intervention group, and 3.85 and 1.38 in control group that they were not statistically significance; occupational competence was significance with omitting subjects with comorbidity of attention deficit/hyperactivity disorder (P=0.01). The differences of mean change between two groups in behavior regulation index (P=0.03) and metacognition index (P=0.004) of executive function were statistically significant.<br /> Conclusion: participation in peer play is effective on behavioral and metacognitive aspects of executive function in students with SLD. The comorbidity of attention deficit/hyperactivity disorder has a negative impact on outcome of peer play intervention in occupational competence. Occupational values are absorbed from society in particular the child’s family. It does not change with peer play intervention. The findings are discussed by theory of MOHO.<br /> Keywords: Model of human occupation, Specific learning disorder, Executive function, Occupational values, Occupational competence <br />
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- Complete
- Sex
- All
- Target Recruitment
- 58
-Age 7-11,
-Living in Tehran,
-Diagnosis of Learning Disorder that is determined by educationists by Wechsler Intelligence, Scale for Children® - Fourth Edition (WISC-IV) and the teacher-made tests,
-Lack of physical, visual and auditory disabilities that are irrecoverable with assistive devices,
-Lack of psychiatric comorbidities by Child Symptom Inventory-4 (CSI-4),
-The score of lower than norm in Vineland Adaptive Behavior Scale (VABS),
-Educational level of upper than fifth grade for parents,
Exclusion criteria:
-Dissuasion of parents in making response to questions of measurements or bringing students to the intervention sessions,
-Dissuasion of students in making response to questions of measurements or coming to the intervention sessions,
-Insufficient total hours of intervention and lack of possibility to compensation of it,
-Problems, illness, life changes or events for students that effect on their behaviors in measurements and/or decrease/increase intervention outcomes.
Not provided
Study & Design
- Study Type
- interventional
- Study Design
- Not specified
- Primary Outcome Measures
Name Time Method Occupational adaptation process. Timepoint: Before and two weeks after intervention. Method of measurement: Child Occupational Self-Assessment (COSA) - Behavioral Rating Inventory of Executive Function (BRIEF).
- Secondary Outcome Measures
Name Time Method Importanc of occupations. Timepoint: Before and two weeks after the intervention. Method of measurement: Value subscale of COSA.;Perception of competency in doing occupations. Timepoint: Before and two weeks after the intervention. Method of measurement: Competency subscale of COSA.;Metacognitive skills of executive functions. Timepoint: Before and two weeks after the intervention. Method of measurement: Metacognitive subscale of BRIEF.;Behavioral regulation skills of executive functions. Timepoint: Before and two weeks after the intervention. Method of measurement: Behavioral regulation subscale of BRIEF.