발달성협응장애 아동의 작업수행 및 사회적 상호작용기술 향상을 위한 그룹 Cognitive Orientation to daily Occupational Performance(CO-OP) 중재의 효과
Bibliographic record
Abstract
Objective: The purpose of this study was to investigate the effects of group Cognitive Orientation to daily Occupational Performance (CO-OP) on occupational performance and social interaction skills with developmental coordination disorder (DCD).Methods: The subjects of the study were 3 children between the ages of 6 and 7 with DCD. They received a group CO-OP intervention of 60 min per session for a total of 10 sessions. To identify the changes in their occupational performance and social interaction, the Canadian Occupational Performance Measure (COPM), Performance Quality Rating Scale (PQRS), Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2), and Evaluation of Social Interaction (ESI) were applied.Results: The results showed the performance and satisfaction levels of the COPM, and PQRS scores in not only trained tasks, but also untrained tasks. The ESI, used to evaluate the social interaction skills, increased significantly. When we examined the change in motor abilities, significant improvement in bilateral coordination was shown for BOT-2. Furthermore, a reinforcement technique to promote a task and verbal motor mnemonic strategy in DSSs was used the most to solve occupational performance problems in children with developmental coordination disorders during group CO-OP intervention.Conclusion: This study provided evidence that the group CO-OP has a positive effect on improving the occupational performance and social interaction skills with those with a developmental coordination disorder.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 teacher head, 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".