The Effects of Cognitive Orientation to Daily Occupational Performance(CO-OP) on School-Age ADHD Children’s School-Adaptive Behavior and Brain Waves
Bibliographic record
Abstract
This study aimed to examine the effects of the Cognitive Orientation to daily Occupational Performance (CO-OP) on the school-adaptive behavior and EEG of school-age children with Attention Deficit/Hyperactivity Disorder (ADHD). The study involved one school-age child diagnosed with ADHD and used an AB single-case design. The Performance Quality Rating Scale (PQRS) was administered in each session to assess changes in task performance quality. Pre- and post-intervention measures included Electroencephalography (EEG), the Canadian Occupational Performance Measure (COPM), the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2), and the Korean version of the School Function Assessment (SFA). Evaluation of task performance indicated that trend line slopes for all three activities increased markedly during intervention compared to baseline. Following the intervention, EEG patterns showed decreased alpha activity and increased beta activity during concentration-demanding tasks. COPM scores demonstrated notable gains in performance and satisfaction across all targeted activities. BOT-2 results showed improved fine manual control and manual coordination. SFA indicated higher scores on both physical and cognitive/behavioral tasks. This study suggests that CO-OP may positively influence school-related functioning and EEG patterns in school-age children with ADHD and may serve as foundational evidence for future intervention planning.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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".