Effectiveness of cognitive orientation to (daily) occupational performance (CO-OP) on children with cerebral palsy: A mixed design.
Twelve child-led CO-OP sessions can lift motor skills and satisfaction in cerebral palsy.
01Research in Context
What this study did
Five children with cerebral palsy joined a short CO-OP program.
They set their own goals like tying shoes or using scissors.
Therapists taught them to talk through each step, spot problems, and fix them.
The team tracked progress with video, parent forms, and goal scores.
What they found
Every child met or beat the goal they picked.
Parents and kids both said they felt happier with daily tasks.
Motor skills looked smoother on tape after only twelve visits.
How this fits with other research
Jackman et al. (2018) ran the same CO-OP steps with fifty-five children.
They found girls and kids who got more visits did best.
The small study adds proof that even a light dose still works.
Araujo et al. (2021) tested CO-OP on children with DCD instead of CP.
They saw the same skill gains even when parents skipped extra coaching.
Together the papers show CO-OP travels well across motor diagnoses.
Why it matters
You can borrow CO-OP for any child who struggles with self-care or play.
Let the child pick one clear goal.
Teach them to say the plan out loud, check, and adjust.
Twelve short sessions may be enough to see real change.
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02At a glance
03Original abstract
BACKGROUND: Cerebral palsy (CP) is the most common cause of physical disabilities during childhood. Therapeutic interventions mainly focus on impairment reduction to address motor-based difficulties. In contrast, Cognitive Orientation to daily Occupational Performance (CO-OP) is a cognitive approach, providing intervention at the level of activity and participation. AIMS: This study aims to determine whether the CO-OP approach improves motor skills and achievement in motor-based occupational performance goals in children with CP. METHODS AND PROCEDURES: In this mixed design research (i.e., a multiple baseline single case experimental design and a one-group pretest-posttest design), five children with CP participated in 12 CO-OP intervention sessions. Repeated measures of motor skills for the multiple baseline single case experimental design were taken using the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP); pre- and post-measures of parent/child perception of performance and satisfaction were identified using the Canadian Occupational Performance Measure (COPM); level of achievement was identified using Goal Attainment Scaling (GAS). OUTCOMES AND RESULTS: According to the BOTMP results, all children were able to engage in the CO-OP intervention to improve motor performance. Significant differences after treatment were found in both performance and performance satisfaction ratings using the COPM as rated by parents and children. The GAS results showed progress in achievement levels for all children; all goals were achieved or exceeded. CONCLUSIONS AND IMPLICATIONS: CO-OP intervention can be helpful in improving motor skills and achieving self-identified, motor-based goals in children with CP.
Research in developmental disabilities, 2017 · doi:10.1016/j.ridd.2017.09.007