Supporting Functional Goals in Spinal Muscular Atrophy: A Case Report of The Cognitive Orientation to Daily Occupational Performance (CO-OP) Approach
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participant
2.2. Outcome Measures
2.3. Intervention
3. Results
- “I want to play handball at recess and lunch with my friends”
- “I want to play wheelchair basketball”
- “I want to race at the cross-country carnival like the other kids in my class”
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Goal | Pre-Intervention Score | Post-Intervention Score | Change Score |
---|---|---|---|
Handball | |||
COPM Performance | 5/10 | 6/10 | 1 |
COPM Satisfaction | 1/10 | 6/10 | 5 |
PQRS | 2/10 | 6/10 | 4 |
Basketball | |||
COPM Performance | 1/10 | 10/10 | 9 |
COPM Satisfaction | 1/10 | 6/10 | 5 |
PQRS | 1/10 | 5/10 | 4 |
Cross-Country Running | |||
COPM Performance | 5/10 | 10/10 | 5 |
COPM Satisfaction | 5/10 | 10/10 | 5 |
PQRS | 2/10 | 10/10 | 8 |
Enabling Principles | How Therapist Used Enabling Principle with Miss M |
---|---|
Make it fun | Being motivated to practice the goal of handball with carers and siblings and Miss M’s competitive nature to do so facilitated a continuous playful interaction throughout the problem-solving process between caregivers, therapist and the child. |
Work towards independence | Miss M thrived with independence and taking the lead. They were eager to demonstrate their independence in use of the cognitive process through ‘homework’ recaps of their use of the ‘Goal–Plan–Do–Check’ and bringing back progress videos of their performance of handball at school each week to show the therapist. |
Promote good strategy use | Supplementing task knowledge of school handball games and wheelchair soccer was utilised in order to enable effective strategy generation. Collaborating with the school sport’s teacher and principal allowed for further support of Miss M’s strategy generation and guidance. |
One thing at a time | Only one performance breakdown was focused on at a time and the sequence of the activities were prescribed and lead by Miss M. When the therapist or caregiver felt that Miss M’s motivation was waning or they had reached their maximum strategy generation and required periods of consolidation, they would guide the child to progress onto their next goal. |
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Taylor, S.; Novak, I.; Jackman, M. Supporting Functional Goals in Spinal Muscular Atrophy: A Case Report of The Cognitive Orientation to Daily Occupational Performance (CO-OP) Approach. Future 2024, 2, 46-55. https://doi.org/10.3390/future2020004
Taylor S, Novak I, Jackman M. Supporting Functional Goals in Spinal Muscular Atrophy: A Case Report of The Cognitive Orientation to Daily Occupational Performance (CO-OP) Approach. Future. 2024; 2(2):46-55. https://doi.org/10.3390/future2020004
Chicago/Turabian StyleTaylor, Stephanie, Iona Novak, and Michelle Jackman. 2024. "Supporting Functional Goals in Spinal Muscular Atrophy: A Case Report of The Cognitive Orientation to Daily Occupational Performance (CO-OP) Approach" Future 2, no. 2: 46-55. https://doi.org/10.3390/future2020004