Mothers’ experience of being involved with the transfer of the CO-OP approach: A qualitative study
Bibliographic record
Abstract
Introduction Since mothers are the best persons to facilitate transfer in their children, it is important to understand their experience with implementing the cognitive orientation to daily occupational performance approach at home. Therefore, this study aims to explore mothers’ experiences in facilitating transfer during implementing cognitive orientation to daily occupational performance approach at the home in children with specific learning disorder. Method A semi-structured interview was applied for mothers of children receiving cognitive orientation to daily occupational performance. The interviews were transcribed verbatim and the data were analyzed using a continuous comparison technique and inductive content analysis. Results Five themes emerged which described the mothers’ experiences of being involved with the transfer of cognitive orientation to daily occupational performance approach at home including (1) mothers’ feelings toward themselves; (2) supportive therapist; (3) supportive social settings; (4) multidimensional educational content; and (5) educational methods. Conclusion Mothers expressed that cognitive orientation to daily occupational performance approach was simple, but they needed deeper information and skills. They provided suggestions for increasing the involvement during cognitive orientation to daily occupational performance intervention to increase transfer.
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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) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 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".