| Sumario: | Objective The cognitive orientation to daily occupational performance (CO-OP) approach emphasizes the importance of learning transfer to new tasks. However, few studies have examined its effect on learning transfer in children with specific learning disorders (SLDs). This study aimed to examine the effect of the CO-OP approach on acquisition performance in trained tasks compared to untrained tasks in children with SLDs. Materials & Methods This is a single-group clinical trial with a pre-test/post-test/follow-up design conducted on 10 children aged 7-10 years with SLDs and motor based occupational performance difficulties. Using the Canadian occupational performance measure (COPM), each child selected five goals, three were designated as trained tasks, and two as untrained tasks. The performance quality rating scale (PQRS) and the Bruninks-oseretsky test of motor proficiency-second edition (BOT-2) were other outcome measures. Results The Wilcoxon test results revealed statistically significant improvements in trained tasks after intervention, as rated by both parents and children (regarding performance and satisfaction with performance based on the COPM score) and therapists (the PQRS score). However, no significant improvement was observed in untrained tasks in COPM (performance and satisfaction) and PQRS scores after intervention (P>0.05). Additionally, the BOT-2 score demonstrated significant improvements post-intervention compared to pre-intervention score (P=0.005). Conclusion The CO-OP intervention can improve the acquisition performance of children with SLDs in trained tasks, but has no significant effect on their performance in untrained tasks. To confirm these results and identify the variables that may affects learning transfer, futures studies with larger sample sizes are required.
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