Developing and Evaluating a Meta-cognitive Intervention Amongst Adolescents With Neuro-development Disabilities
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 44
- 主要终点
- Canadian Occupational Performance Measure (COPM)
研究概览
简要总结
Adolescents with neuro-developmental disabilities such as attention deficit hyperactive disorder (ADHD), specific learning disabilities (LD) and developmental coordination disorder (DCD) display functional difficulties in all performance areas (daily functions, learning, playing, leisure activities, and social participation). These problems hinder their ability to perform and participate effectively in everyday life.
Difficulties in meta-cognitive components, particularly Executive Functions (EF), are the underlying mechanisms of these disorders and challenge the functioning of this population. Therefore it is important to refer them to occupational therapists specializing in daily functions and individualized intervention. The proposed model for assessment and therapy, Functional Individualized Therapy for Teenagers with Executive Deficits (FITTED) takes into account the environmental requirements, the person (the adolescent and his pertinent issues), this in accordance with the classifications of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY) (WHO, 2007) World Health Organization, the occupational model and dynamic meta-cognitive models. FITTED serves as a basis for an individual evaluation and intervention program that emphasizes the individual's personal strengths and weaknesses in daily functions: Body functions (meta-cognitive - EF and awareness); Activity in various fields and Participation in daily functions. The model will serve as a guide for an intervention program that will be based upon determining functional goals and achievement of these goals through meta-cognitive strategies that will allow adolescents optimal participation in their environments.
详细描述
Research Aims
- To construct a theoretical model from existing literature for researchers and clinicians in the field of adolescents with neuro-developmental disorders.
- To examine the effectiveness of the model through an intervention process that includes assessment and treatment of adolescents with neuro-developmental disorders.
Hypotheses:
The study involved two main groups:
- The Research Group - a group of adolescents with neurodevelopmental deficiencies (n = 41) divided into two sub-groups: A. Research group A (n = 21) - received treatment immediately after the first assessment. B. Research group B (n = 20) - was reassessed eight weeks after the first assessment (the length of the treatment process), and then received treatment. Both research groups were reassessed at the end of the treatment (second assessment for Group A and third assessment for group B). An additional assessment was performed three months after the end of treatment.
- The Control Group - typical adolescents (n = 40). Assessed once.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Crossover
- 主要目的
- Treatment
- 盲法
- Single (Participant)
盲法说明
After the baseline evaluation, participants were randomly assigned to Intervention Group A or B by block randomization. For example, the first participant was allocated to Group A, the second to Group B, third to Group A, and so forth (Jadad 1998). Participants did not know to which group they belonged and had not contact with other participants during all study phases. Further, the OT who performed the participant evaluations was blinded to their treatment allocations.
入排标准
- 年龄范围
- 10 Years 至 18 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •average score of 65 or higher in one of the BRIEF questionnaire indexes
- •70 or more in the Wechsler intelligence scale for children
排除标准
- •psychiatric or emotional disorders, autistic disorders, physical disabilities, or neurological diseases
结局指标
主要结局
Canadian Occupational Performance Measure (COPM)
时间窗: Change measures from baseline, 8 weeks and 20 weeks
an individualized outcome measure of daily activities. Each participant identified and prioritized three meaningful daily activities in which he or she perceived performance problems to be most salient. Subsequently, the participant rated each activity on a 10-point scale (1 = not able to do at all; 10 = able to do extremely well) for self-perceived performance capacity (COPM-P) and for performance satisfaction (COPM-S). Significant improvement was considered as a change of at least two points between measures.
次要结局
- Participation Measure and Environment for Children and Youth (PEM-CY) questionnaire(Change measures from baseline and 8 weeks)
- Behavior Rating Inventory of Executive Function (BRIEF-SR)(Change measures from baseline, 8 weeks and 20 weeks)
- WebNeuro(Change measures from baseline and 8 weeks)
- Behavior Rating Inventory of Executive Function (BRIEF)(Change measures from baseline, 8 weeks and 20 weeks)
- the children's cooking task (CCT)(Change measures from baseline and 8 weeks)
- Computerized Penmanship Evaluation Tool (ComPET, previously referred to as POET)(Change measures from baseline and 8 weeks)
研究者
Sara Rosenblum
Professor in the Department of Occupational Therapy, Faculty of Social Welfare
University of Haifa