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Children with ADHD Symptomatology: Does POET Improve Their Daily Routine Management?

Carmit Frisch1, Emanuel Tirosh2, Sara Rosenblum1

  • 1The Laboratory of Complex Human Activity and Participation (CHAP), Department of Occupational Therapy, Faculty of Social Welfare & Health Sciences, University of Haifa, Haifa 3498838, Israel.

Children (Basel, Switzerland)
|June 28, 2023
PubMed
Summary

Parental Occupational Executive Training (POET) improved children's ADHD symptoms and daily routine management. Gains in executive functions were key to better routine management, suggesting broader EF improvements are vital for ADHD interventions.

Keywords:
POETattention deficit hyperactivity disorderearly interventionexecutive function

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Area of Science:

  • Child Psychology
  • Neurodevelopmental Disorders
  • Behavioral Therapy

Background:

  • Children with Attention-Deficit/Hyperactivity Disorder (ADHD) often experience executive delays impacting daily task management.
  • Executive functions (EF) are crucial cognitive processes that support goal-directed behavior and self-regulation.
  • Parental involvement in training can be a significant factor in addressing executive function deficits in children.

Purpose of the Study:

  • To analyze the efficacy of Parental Occupational Executive Training (POET) in young children (3.83–7.08 years) with ADHD.
  • To assess POET's impact on improving children's executive control over daily routines and reducing ADHD symptoms.
  • To determine the association between enhanced executive functions and improved daily routine management post-intervention.

Main Methods:

  • Secondary analysis of data from an open-label study involving 72 children (55 boys) with ADHD symptomatology.
  • Parents received eight POET sessions.
  • Standardized questionnaires assessing ADHD symptoms, executive management of daily routines, and executive functions were administered at pretest, post-test, and 3-month follow-up.

Main Results:

  • Significant improvements were observed in children's ADHD symptoms and their management of daily routines following the POET intervention.
  • Changes in children's executive function scores explained 37% of the variance in their improved routine management.
  • The intervention demonstrated positive effects on both core ADHD symptoms and executive functioning.

Conclusions:

  • POET is an effective intervention for improving ADHD symptoms and daily routine management in young children.
  • Enhancing broader executive functions, not just reducing core ADHD symptoms, is critical for improving children's daily routine management.
  • Future interventions should focus on comprehensive EF development alongside symptom reduction for children with ADHD.