Mastering Social and Organization Goals: Strategy Use by Two Children with Asperger Syndrome during Cognitive Orientation to Daily Occupational Performance

Autor/inn/en	Rodger, Sylvia; Vishram, Alysha
Titel	Mastering Social and Organization Goals: Strategy Use by Two Children with Asperger Syndrome during Cognitive Orientation to Daily Occupational Performance
Quelle	In: Physical & Occupational Therapy in Pediatrics, 30 (2010) 4, S.264-276 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0194-2638
DOI	10.3109/01942638.2010.500893
Schlagwörter	Asperger Syndrome; Time on Task; Guidance; Children; Cognitive Processes; Daily Living Skills; Social Development; Case Studies; Goal Orientation; Context Effect; Planning; Affective Behavior; Transitional Programs; Attention; Cognitive Development; Foreign Countries; Occupational Therapy; Australia; Kaufman Brief Intelligence Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Asperger-Syndrom; Zeitaufwand; Beratung; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Alltagsfertigkeit; Soziale Entwicklung; Case study; Fallstudie; Case Study; Zielorientierung; Zielvorstellung; Ablaufplanung; Planungsprozess; Affective disturbance; Active behaviour; Affektive Störung; Aufmerksamkeit; Kognitive Entwicklung; Ausland; Beschäftigungstherapie; Australien
Abstract	Preliminary data supports the effectiveness of Cognitive Orientation to (daily) Occupational Performance (CO-OP) for children with Asperger syndrome (AS). Children with AS often experience social and organizational difficulties spanning daily occupations. This case study explored the pattern of Global Strategies and Domain-Specific Strategies (DSS) use, the type of guidance, and dimensions of time on task used by two children with AS (aged 10 and 12 years) in addressing social and organizational goals during the CO-OP intervention. Coding of the videotaped CO-OP sessions suggested that both children (a) utilized all the Global strategies, particularly "understanding the context" and "plan"; (b) used six common DSS, namely transitional supports, affective supports, attending, task-specification, task modification, and supplementing task knowledge, with task-specification being most prominent; (c) required minimal guidance while "doing"; and (d) engaged in considerable time "talking about the task." The results provide initial insights into strategies that may enable children with AS to achieve social and organizational goals. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10