AOTA

Earn CE Credit With AJOT Articles!

Learn about tested treatment strategies by reading AJOT articles in your area of practice. Become an evidence-based practitioner and demonstrate your knowledge by passing the course exam.  Articles have been selected for their relevance to practice, fresh ideas, and strong evidence supporting treatment and the distinct value of OT.

Credit: .1 CEUs (1.25 NBCOT PDU’s/1 contact hour)

Authors

Jeri Hahn-Markowitz, PhD, OTR, is Member, Cognitive Functional Rehabilitation Laboratory, School of Occupational Therapy, Hadassah and Hebrew University of Jerusalem, Jerusalem, Israel, and Occupational Therapist, Private Practice, Israel;

Itai Berger, MD, is Director, Neuro-Cognitive Center, Paediatric Neurology Unit, Hadassah-Hebrew University Medical Center, Jerusalem, Israel. Iris Manor, MD, is Medical Director, Attention Deficit Hyperactivity Disorder Clinic, Geha Mental Health Center, Petah Tikva, Israel.

Adina Maeir, PhD, is School Chair and Director of Graduate Studies, School of Occupational Therapy, Hadassah and Hebrew University of Jerusalem, Jerusalem, Israel.

Abstract

OBJECTIVE. We examined the effect of the Cognitive–Functional (Cog–Fun) occupational therapy intervention on executive functions and participation among children with attention deficit hyperactivity disorder (ADHD).

METHOD. We used a randomized, controlled study with a crossover design. One hundred and seven children age 7–10 yr diagnosed with ADHD were allocated to treatment or wait-list control group. The control group received treatment after a 3-mo wait. Outcome measures included the Behavior Rating Inventory of Executive Function (BRIEF) and the Canadian Occupational Performance Measure (COPM).

RESULTS. Significant improvements were found on both the BRIEF and COPM after intervention with large treatment effects. Before crossover, significant Time x Group interactions were found on the BRIEF.

CONCLUSION. This study supports the effectiveness of the Cog–Fun intervention in improving executive functions and participation among children with ADHD.

Learning Objectives

Following this course, the learner will be able to:

1)      Describe executive function and occupational participation challenges that children with attention deficit hyperactivity disorder (ADHD) may exhibit

2)      Explain Cognitive-Functional (Cog-Fun) intervention and list various strategies and modifications that may be used to improve executive functions among children with ADHD

3)      Discuss efficacy of Cog-Fun intervention on the executive functions and participation of children diagnosed with ADHD and implications for occupational therapy practice

Exam questions for this course authored by Marie Morreale, OTR/L, CHT

Reference Information:

Hahn-Markowitz, J., Berger, I., Manor, I., & Maeir, A. (2017). Impact of the Cognitive–Functional (Cog–Fun) intervention on executive functions and participation among children with attention deficit hyperactivity disorder: A randomized controlled trial. American Journal of Occupational Therapy, 71, 7105220010. https://doi.org/10.5014/ajot.2017.022053

Learning Level: Intermediate

Target Audience: Occupational Therapists and Occupational Therapy Assistants

Content Focus: Category 1: Domain of OT; Category 2: OT Process: Intervention

CE Find Key Words:  Cognition, ADHD, Attention Deficit Hyperactivity Disorder, Cog-Fun, pediatric, children