Transfer of skills acquired through Cognitive Orientation to daily Occupational Performance (CO-OP) approach in children with executive functions deficits following acquired brain injury

IF 1.8 4区医学 Q2 REHABILITATION

Australian Occupational Therapy Journal Pub Date : 2025-07-30 DOI:10.1111/1440-1630.70040

Clarisse Vezinat, Hélène Lebrault, Hugo Câmara-Costa, Rose Martini, Mathilde Chevignard

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引用次数: 0

Abstract

Introduction

Children with acquired brain injury (ABI) often have executive function (EF) deficits that affect their ability to carry out activities efficiently. Cognitive Orientation to daily Occupational Performance (CO-OP) is a cognitive approach to problem-solving. It has demonstrated effectiveness in a variety of populations, most recently with children with EF deficits following ABI. One of the challenges of rehabilitation is transferring skills acquired during sessions into everyday life. The literature suggests that CO-OP enables transfer of skills to untrained tasks, but research on transfer following its use with children with ABI is limited. The aims of this study were (1) to determine whether skills acquired during CO-OP transfer to new untrained activities, (2) to study the possible influence of parental involvement in CO-OP on children's attainment of transfer goals, and (3) to determine if the degree of difference between trained and untrained goals is associated with achievement of transfer.

Methods

A quasi-experimental design was used. Eleven children with EF deficits following ABI took part in the study. At the end of CO-OP intervention, children identified three new goals. These ‘transfer’ goals were assessed at baseline (immediately post-intervention) and at 2-, 4- and 6-month, using the Goal Attainment Scale (GAS) and the self- and parent-rated Canadian Occupational Performance Measure (COPM). Children did not receive any specific intervention during this time.

Consumer and Community Involvement

There was no consumer and community involvement.

Results

At 6 months, GAS indicated that 22 of 32 transfer goals had improved by at least one level. COPM showed a significant increase in (1) child perception of performance and satisfaction for 24/31 and 25/31 goals, respectively, and (2) parent perception of performance and satisfaction for 19/29 of goals.

Conclusion

This study showed that CO-OP facilitates transfer of acquired skills to new, untrained activities, even after the end of the intervention.

Abstract Image

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后天性脑损伤后执行功能缺陷儿童通过认知取向到日常职业表现（CO-OP）方法获得的技能转移

儿童获得性脑损伤（ABI）往往有执行功能（EF）缺陷，影响其有效开展活动的能力。日常职业绩效认知取向（CO-OP）是一种解决问题的认知方法。它已在各种人群中证明了有效性，最近在ABI后出现EF缺陷的儿童中得到证实。康复的挑战之一是将在治疗期间获得的技能应用到日常生活中。文献表明，CO-OP可以将技能转移到未经训练的任务中，但对ABI儿童使用后的转移研究有限。本研究的目的是(1)确定在CO-OP过程中获得的技能是否会转移到新的非训练活动中，(2)研究父母参与CO-OP对儿童实现迁移目标的可能影响，(3)确定训练目标和非训练目标之间的差异程度是否与迁移的实现有关。方法采用准实验设计。11名在ABI后出现EF缺陷的儿童参加了这项研究。在CO-OP干预结束时，孩子们确定了三个新的目标。这些“转移”目标在基线（干预后立即）和2个月、4个月和6个月时进行评估，使用目标实现量表（GAS）和自我评定和父母评定的加拿大职业绩效量表（COPM）。在此期间，孩子们没有接受任何具体的干预。消费者和社区参与没有消费者和社区参与。结果在6个月时，GAS显示32个转移目标中有22个至少提高了一个水平。COPM显著提高了(1)儿童对24/31和25/31目标的绩效感知和满意度，以及(2)家长对19/29目标的绩效感知和满意度。本研究表明，即使在干预结束后，CO-OP也有助于将已获得的技能转移到新的、未经训练的活动中。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australian Occupational Therapy Journal 医学-康复医学

CiteScore

2.80

自引率

16.70%

发文量

审稿时长

6-12 weeks

期刊介绍： The Australian Occupational Therapy Journal is a leading international peer reviewed publication presenting influential, high quality innovative scholarship and research relevant to occupational therapy. The aim of the journal is to be a leader in the dissemination of scholarship and evidence to substantiate, influence and shape policy and occupational therapy practice locally and globally. The journal publishes empirical studies, theoretical papers, and reviews. Preference will be given to manuscripts that have a sound theoretical basis, methodological rigour with sufficient scope and scale to make important new contributions to the occupational therapy body of knowledge. AOTJ does not publish protocols for any study design The journal will consider multidisciplinary or interprofessional studies that include occupational therapy, occupational therapists or occupational therapy students, so long as ‘key points’ highlight the specific implications for occupational therapy, occupational therapists and/or occupational therapy students and/or consumers.