Exploring inter-task transfer following a CO-OP approach with four children with DCD: A single subject multiple baseline design

Abstract

Introduction: Cognitive Orientation to daily Occupational Performance (CO-OP) approach has been shown to be effective for improving the performance of tasks worked on in therapy and the use of cognitive strategies. No study to date seems to have explored its effectiveness for improving performance of untrained tasks (inter-task transfer) in children with Developmental Coordination Disorder (DCD).

Objective: This study aimed to determine whether CO-OP leads to improved performance in an untrained task.

Methods: A single-subject design with multiple baselines across skills was adopted, with three replications. Four children with DCD (7-12years) received 10 sessions of CO-OP intervention where each child worked on three tasks during therapy sessions and a fourth task was identified, but not worked on, to verify inter-task transfer. Task performance was rated over four phases (baseline, intervention, post-intervention, follow-up) using the Performance Quality Rating Scale (PQRS-OD). Graphed data was statistically analyzed using a two or three standard deviation band method.

Results: Significant improvement was obtained for 11 of 12 tasks worked on during therapy and for two of the four untrained tasks.

Conclusion: These results indicate that the effectiveness of CO-OP to improve untrained tasks in children merit further exploration.

Keywords: Children; Cognitive Orientation to daily Occupational Performance (CO-OP); Developmental Coordination Disorder; Inter-task transfer; Single subject design.