Self-Management Intervention for Attention and Executive Functions Using Equine-Assisted Occupational Therapy Among Children Aged 6–14 Diagnosed with Attention Deficit/Hyperactivity Disorder

摘要

Background: Attention deficit/hyperactivity disorder (ADHD), characterized by inattention, hyperactivity, and impulsivity, is currently one of the most common diagnoses given to children. Children with ADHD have a unique cognitive profile that involves difficulties in executive functions (EFs) and in the self-management system of the brain, and are at higher risk for educational failure, social and emotional difficulties, and high risk behavior.Objectives: The purpose of this study was to examine the effectiveness of self-management intervention for attention and executive functions using equine-assisted occupational therapy (STABLE-OT) for school-aged children with ADHD.Design: A pre–post design was used in the intervention.Setting/location: The study was conducted at two riding school stables is Israel.Subjects: Twenty-five 6–14-year-old children (3 girls, 22 boys, age: 7.8–12.3 years, M?=?9.41?±?1.75) diagnosed with ADHD participated in a therapeutic equestrian riding intervention.Intervention: The intervention included structured 45-min sessions for 12 weeks, while integrating child- and family-centered strategy acquisition and immediate feedback principles.Outcome measures: Their EF and occupational performance were evaluated pre- and post-intervention, using The Behavior Rating Inventory of Executive Function (BRIEF) and the Canadian Occupational Performance Measure (COPM).Results: Results showed a significant improvement in EF, as reflected by statistically significant decreases in the Global Executive Composite (GEC; t?=?2.801; p?=?0.01), metacognitive index (t?=?3.873; p?=?0.001), working memory (t?=?2.476; p?=?0.021), monitor (t?=?2.359; p?=?0.027), and initiation (t?=?3.204; p?=?0.004) subscales of the BRIEF questionnaire. A statistically (p?