Can Cognitive Orientation to daily Occupational Performance (CO-OP) help Children with Asperger's Syndrome to Master Social and Organisational Goals?
Bibliographic record
Abstract
Cognitive Orientation to daily Occupational Performance (CO-OP) is a cognitive problem-solving approach that has recently been used with children with Asperger's syndrome (AS) to achieve motor-based goals. Children with AS have a marked impairment in social interaction, which is pervasive and continues across the lifespan. Many of these children also experience organisational difficulties. There has been limited research regarding social skills interventions for children with AS. Existing social skills interventions lack evidence for the generalisation and transfer of learned skills to new environments. This paper presents two case studies of children with AS to address both the utility and the potential of CO-OP to enable mastery of social and organisational goals. Two boys, aged 10 and 12, engaged in 10 CO-OP sessions. The Canadian Occupational Performance Measure, the Social Skills Rating Scale and the Performance Quality Rating Scale were used to determine goal achievement pre-intervention and post-intervention. The post-intervention measures showed that both children improved in social and organisational skills, and they generalised and transferred their learning to their home and school environments. Modifications to CO-OP for children with AS, study limitations and recommendations for future research are discussed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".