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Participation in Peer-Play Activities Among Children With Specific Learning Disability: A Randomized Controlled Trial

S. Esmaili,A. H. Mehraban,N. Shafaroodi,F. Yazdani,Tayebeh Masoumi,Masoumeh Zarei

Published 2019 in American Journal of Occupational Therapy

ABSTRACT

OBJECTIVE. Children with a specific learning disability (SLD) have deficits in social and academic competence and executive function (EF). In this study, we used the Model of Human Occupation to investigate the effect of peer-play activities on occupational values and competence as well as EF skills (i.e., behavior regulation and metacognition) in children with SLD. METHOD. Forty-nine children ages 7–11 yr with SLD were randomly assigned to the peer-play and control groups. Outcome measures were the Behavior Rating Inventory of Executive Function and the Child Occupational Self-Assessment (COSA). RESULTS. Data analysis showed that the effects of the intervention on EF skills were medium to large. The occupational values and competence did not change according to the COSA. CONCLUSION. Occupational therapy practitioners can use peer-play activities to enhance EF in children with SLD; however, perceived occupational values and competence may not show any changes with the peer-play intervention using a self-assessment instrument.

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