Occupational performance goals and outcomes of time-related interventions for children with ADHD

Abstract

Background Children with attention deficit hyperactivity disorder (ADHD) have difficulties with occupational performance, related to difficulties with time-processing ability. Aims To examine the outcome of a multimodal time-related intervention designed to support children aged 9–15 years with ADHD, to achieve their occupational performance goals and improve satisfaction with occupational performance. A further aim was to compare the children’s ratings of outcome with their parents’ ratings and to analyse the occupational performance goals. Material and Methods A pre-post design was used. Participants were 27 children, aged 9–15 years. Children and parents rated occupational performance and satisfaction at baseline and follow-up, after 24 weeks, using the Canadian Occupational Performance Measure (COPM). The intervention consisted of time-skills training and time-assistive devices (TADs). Descriptive and non-parametric statistics were used. Results Significant improvements were found in reported performance and satisfaction. Children’s were higher than those of their parents. Most goals were about carrying out daily routines, knowing the duration of an activity and knowing what will happen in the near future. Conclusion and significance The study contributes to knowledge about suitable interventions for children with ADHD who have time-related difficulties. Occupational therapy interventions, including TADs and time-skills training, resulted in significantly improved occupational performance.