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Intervention in time‐processing ability, daily time management and autonomy in children with intellectual disabilities aged 10–17 years – A cluster randomised trial
Author(s) -
Janeslätt Gunnel,
Ahlström Sara Wallin,
Granlund Mats
Publication year - 2019
Publication title -
australian occupational therapy journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.595
H-Index - 44
eISSN - 1440-1630
pISSN - 0045-0766
DOI - 10.1111/1440-1630.12547
Subject(s) - intervention (counseling) , psychological intervention , physical therapy , medicine , time management , randomized controlled trial , intellectual disability , cluster (spacecraft) , autonomy , cluster randomised controlled trial , psychology , nursing , psychiatry , surgery , computer science , political science , law , programming language , operating system
Background/aim Difficulties with management of time are frequently observed in children and youth with intellectual disabilities ( ID s). The aim of this study was to evaluate a new intervention programme ‘My Time’ to improve time‐processing ability ( TPA ) in children with ID s aged 10–17 years ( n = 61). Methods Cluster randomised and waiting‐list control group design was used. Data collection included the Kit for assessment of TPA , the Time‐Parent scale and a self‐rating of autonomy to assess occupational performance in daily life. The method was implemented over an 8‐week period. Effect size ( ES ) was calculated and an analysis of covariance on the individual level and a two‐stage process on the cluster level. Results The estimated mean improvement in the KaTid‐Child score from baseline ( t 1) to t 2 was significantly higher in the intervention group compared to the waiting‐list group, ES Cohen's d = 0.64. Conclusion The results present first evidence of the effectiveness of a new occupational therapy intervention programme (‘My Time’) to facilitate TPA in children with mild to moderate ID s. Children with ID s aged 10–17 years could improve their TPA at a measurable pace when given intervention. The method could complement interventions using time‐assistive devices. Children with ID s should be identified to guide intervention. Further research is necessary to establish whether using the intervention programme can facilitate the development of TPA in younger children.