Dynamic testing with graduated prompts training: Adolescents with executive function deficits.
Introduction: Adolescents with executive function deficits have difficulties performing complex daily tasks. Process-oriented dynamic testing with graded prompts training offers valuable insights to improve adolescents' thinking and performance abilities in occupational therapy interventions. This s...
| Published in: | Hong Kong Journal of Occupational Therapy Vol. 38; no. 1; pp. 33 - 41 |
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| Format: | pictorial research tables/charts Journal Article |
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Sage Publications Inc.
Jun2025
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185388384&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185388384 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15691861 2QJZ jtl: Hong Kong Journal of Occupational Therapy issn: 15691861 maglogo: Y pubinfo: dt: Jun2025 vid: 38 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 185388384 184066493 185388384 185388384 10.1177/15691861251315120 185388384 ppf: 33 ppct: 8 formats: tig: atl: Dynamic testing with graduated prompts training: Adolescents with executive function deficits. aug: au: Fogel, Yael affil: 42732 Ariel University, Israel sug: subj: Cognition Disorders Rehabilitation Executive Function Education Cognition Disorders Rehabilitation Executive Function Education Cues Evaluation Neuropsychological Tests Drawing Task Performance and Analysis Human Secondary Analysis Male Female Child Adolescence Occupational Therapy Methods Pretest-Posttest Design Memory Questionnaires Intelligence Tests Child: 6-12 years Adolescent: 13-18 years Male Female ab: Introduction: Adolescents with executive function deficits have difficulties performing complex daily tasks. Process-oriented dynamic testing with graded prompts training offers valuable insights to improve adolescents' thinking and performance abilities in occupational therapy interventions. This study explores the effectiveness of graded prompts training in improving performance during the Rey-Osterrieth Complex Figure (ROCF) task. Method: This secondary analysis included data from 41 adolescents with executive function deficit profiles who had participated in the therapeutic occupational therapy intervention program 'Functional Individualized Therapy for Teenagers'. Dynamic pre- and post-test phases, focused on copying and immediate recall, were assessed using accuracy, placement, and organization strategy scores. Results: Results indicate significant improvements following graded prompts training in copying and memory accuracy (67% and 180%), placement (49% and 237%), and organization strategy (66% and 99%). Positive correlations were observed between improved copying accuracy and organization, memory accuracy and organization, and copying and memory organization (p <.001). Conclusion: Graded prompts training may improve the performance of adolescents with executive function deficits during complex tasks (e.g., ROCF). Future research should explore the training's long-term effects and applications in diverse clinical settings to validate further and expand these promising results. This training could become integral to therapeutic interventions for enhancing this population's daily functioning and overall well-being. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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