Clarisse Vezinat, Hélène Lebrault, Hugo Câmara-Costa, Rose Martini, Mathilde Chevignard
{"title":"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","authors":"Clarisse Vezinat, Hélène Lebrault, Hugo Câmara-Costa, Rose Martini, Mathilde Chevignard","doi":"10.1111/1440-1630.70040","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Introduction</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Consumer and Community Involvement</h3>\n \n <p>There was no consumer and community involvement.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>This study showed that CO-OP facilitates transfer of acquired skills to new, untrained activities, even after the end of the intervention.</p>\n </section>\n </div>","PeriodicalId":55418,"journal":{"name":"Australian Occupational Therapy Journal","volume":"72 4","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1440-1630.70040","citationCount":"0","resultStr":"{\"title\":\"Transfer of skills acquired through Cognitive Orientation to daily Occupational Performance (CO-OP) approach in children with executive functions deficits following acquired brain injury\",\"authors\":\"Clarisse Vezinat, Hélène Lebrault, Hugo Câmara-Costa, Rose Martini, Mathilde Chevignard\",\"doi\":\"10.1111/1440-1630.70040\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Introduction</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Consumer and Community Involvement</h3>\\n \\n <p>There was no consumer and community involvement.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>At 6 months, GAS indicated that 22 of 32 transfer goals had improved by at least one level. 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Transfer of skills acquired through Cognitive Orientation to daily Occupational Performance (CO-OP) approach in children with executive functions deficits following acquired brain injury
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.
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.
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