Parental Occupational Executive Training: Feasibility and Parental Perceptions

Carmit Frisch, Sara Rosenblum, Emanuel Tirosh

Research output: Contribution to journalArticlepeer-review


Young children with attention deficit hyperactivity disorder (ADHD) cope with functional difficulties attributed to executive dysfunction. This study evaluates the feasibility of the Parental Occupational Executive Training (POET) intervention. Parents of 71 children (4–7 years) with ADHD attended 8 to 10 weekly, personally tailored intervention sessions with an occupational therapist. Quantitative and qualitative measures were used to examine feasibility in four indices: parental attendance, adherence, and acceptance, and therapist fidelity. Parental attendance and home-strategy use during daily activities rates were high. Parents identified the occupational performance coaching model’s principles as supporting their ability to implement the intervention. Therapists demonstrated high fidelity to the POET’s theoretical bases. The POET is a feasible intervention with high parental attendance (98.61%), parental adherence (80.56%–94.44%), and therapist fidelity (100.00%). It can be implemented within child development centers and occupational therapy clinics and leads to parents’ increased adherence.

Original languageAmerican English
Pages (from-to)203-210
Number of pages8
JournalOTJR Occupation, Participation and Health
Issue number3
StatePublished - 1 Jul 2020


  • children
  • executive function
  • occupational performance
  • occupational therapy

All Science Journal Classification (ASJC) codes

  • Occupational Therapy


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