Effect of Cognitive Orientation to Daily Occupational Performance (CO-OP) for Cognitive Development on School Functioning and Daily Living of School-Age Children With Developmental Disabilities

This study aimed to examine the effects of the Cognitive Orientation to daily Occupational Performance (CO-OP) on school functioning and daily living of school-age children with developmental disabilities. This study employed a single-case AB design, applying the CO-OP intervention. Changes in task performance quality were evaluated during baseline and intervention periods, with assessments conducted using the School Function Assessment, Functional Independence Measure for Children, and Canadian Occupational Performance Measure as preand post-evaluation. Session evaluations were analyzed through visual and trend line analyses, and the intervention's effects were examined based on pre- and post-evaluation scores. The evaluation of changes in task performance quality revealed that the trend line slopes for all three activities of both Child A and Child B increased substantially during the intervention period compared to the baseline period. The School Function Assessment results showed increased scores in physical and cognitive/behavioral tasks for both participants. Similarly, the Functional Independence Measure for Children indicated an increase in total functional independence scores for both children. The Canadian Occupational Performance Measure results revealed increased performance and satisfaction scores for occupational performance from pre- to post-evaluation. The CO-OP intervention positively influenced clinical improvements in occupational performance quality, functional independence, school functioning, and daily living skills among school-age children with developmental disabilities. This study provides foundational data supporting the use of CO-OP to enhance school functioning and daily living in this population.