Effects of CO-OP Approach on Activity and Participation of Brazilian Children With Developmental Coordination Disorder
- Conditions
- Motor Skills DisordersAttention Deficit and Disruptive Behavior Disorders
- Interventions
- Behavioral: standard CO-OP ApproachBehavioral: standard CO-OP Approach plus coaching parents
- Registration Number
- NCT02893852
- Lead Sponsor
- Federal University of Minas Gerais
- Brief Summary
The purpose of this study is to investigate the effects of the Cognitive Orientation to daily daily Occupational Performance Approach (CO-OP Approach) on activity and participation in school-aged children with developmental coordination disorder (DCD).
- Detailed Description
Children with difficulty performing activities that reflect negatively on participation can meet the criteria for Developmental Coordination Disorder (DCD), which might impact their lives, leading to social isolation, depression and anxiety. Several studies have examined the effectiveness of different intervention approaches, including process-oriented approaches that focus on enhancing body functions and structures to improve performance on functional tasks. Although pediatric occupational therapists have traditionally used such approaches, evidence strongly suggests effectiveness for task-oriented interventions that focus on the performance of tasks that the child finds difficult to do. Among these, CO-OP Approach showed strong treatment effects. In CO-OP Approach, therapists use mediational techniques to teach cognitive strategies to improve occupational performance in goals chosen by the children. There is a need to examine systematic intervention alternatives for Brazilian children with DCD, and only one study examined occupational therapy intervention strategies for children with DCD.
The main purpose of the study is to examine the effects of two intervention models based on CO-OP Approach. The investigators will examine if a boosting on parent's engagement in CO-OP can improve skill acquisition, generalization and transfer in children with DCD. A pre-post design will be used and two groups will be included in this study (1) one receiving standard CO-OP Approach, (2) one receiving standard CO-OP Approach and an addition of coaching sessions in groups for parents. Follow-up data will be collected 3 months later.
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 23
- score on MABC-2 below the 15th percentile;
- score on DCDQ-Brazil below age expectation, indicating problems on everyday living and/or academic skills;
- cognitive development within the expected age range according to the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV);
- no diagnosis or signs of neurological or neuromuscular diseases.
- no reading ability;
- child refuses to participate on assessment sessions.
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description standard CO-OP Approach standard CO-OP Approach Task oriented and client-centred intervention with 12 sessions (10 interventional and 2 assessment sessions) with children and parents. standard CO-OP Approach plus coaching parents standard CO-OP Approach plus coaching parents Task oriented and client-centred intervention with 12 sessions (10 interventional and 2 assessment sessions) with children and parents with a "boost" of 4 group sessions of coaching for parents in groups.
- Primary Outcome Measures
Name Time Method Changes on the Canadian Occupational Performance Measure (COPM) Changes on perceived performance and satisfaction from baseline to 12 weeks; Changes on perceived performance and satisfaction from baseline to 24 weeks, and changes on perceived performance from post intervention to 24 weeks. Changes on frequency on the Participation and Environment Measure -Child and Youth (PEM-CY) Changes on frequency levels of participation from baseline to 12 weeks; Changes on frequency levels of participation at baseline to 24 weeks, and changes on frequency levels of participation from post intervention to 24 weeks. Changes on the Performance Quality Rating Scale (PQRS) Changes on actual performance from baseline to 12 weeks; Changes on actual performance from baseline to 24 weeks, and changes on actual performance from post intervention to 24 weeks. Changes on involvement on the Participation and Environment Measure -Child and Youth (PEM-CY) Changes on involvement levels of participation from baseline to 12 weeks; Changes on involvement levels of participation from baseline to 24 weeks, and changes on involvement levels of participation from post intervention to 24 weeks.
- Secondary Outcome Measures
Name Time Method Changes on Five Digits Test (FDT) Changes on Cognitive flexibility from baseline to 12 weeks. Changes on the Self-Perception Profile for children Changes on self-perception from baseline to 12 weeks; Changes on self-perception from baseline to 24 weeks, and changes on self-perception from post intervention to 24 weeks. Changes on Tower of London Test (TOL) Changes on mental planning from baseline to 12 weeks. Changes on Motor Assessment Battery for Children Second Edition (MABC2) Changes on motor proficiency from baseline to 12 weeks.
Trial Locations
- Locations (1)
Federal University of Minas Gerais
🇧🇷Belo Horizonte, Minas Gerais, Brazil