Impact of Occupational Therapy in Improving the Executive Functions for the Children with Specific Learning Disorder – A Case Study

Abstract

Introduction: Executive Functions (EFs; also called executive control or cognitive control) refer to a family of top-down mental processes needed when you have to concentrate and pay attention when going on automatic or relying on instinct or intuition would be ill-advised, insufficient, or impossible. Central executive functioning, particularly working memory, is observed to be a deficit in Children with Specific Learning Disorders. Executive functioning skills are considered to be essential in order to achieve academic success. In India, the prevalence of Specific Learning Disorder ranges from 5%-15%.

Objectives: To determine the areas of difficulties in Executive Functions and to provide Occupational Therapy intervention to improve Executive Functions in Specific Learning Disorder

Methods: A Single Case Study was conducted in the Outpatient Department, Occupational Therapy unit at Sri Ramachandra Hospital. Children who met the selection criteria were allotted to intervention by Purposive sampling. One subject was recruited, and the baseline assessments were done. The child participated in a 4 weeks Occupational Therapy Intervention for Executive Functions. The Pre-test and the Post-test scores of the Executive Skills Questionnaire (ESQ) were analyzed.

Results: There was a significant improvement in the Executive Functions after 4 weeks of Occupational Therapy Intervention based on the scores in the Executive Skills Questionnaire (ESQ).

Conclusions: Occupational Therapy Intervention for Executive Functions has been effective in improving the Executive Functions of the child following 4 weeks of Occupational Therapy Intervention.