Implementation of Cognitive Orientation to daily Occupational Performance (CO-OP) in high school resource rooms

Abstract

We attempted to implement Cognitive Orientation to daily Occupational Performance (CO-OP) for students who use high school resource rooms. We found that objectives were achieved for the task of “reducing mishearing,” which were identified using the Canadian occupational performance measure. Furthermore, performance improved from 1 to 5, and satisfaction improved from 1 to 4 for the task of “improving grades in mathematics.” In addition, a Child Behavior Checklist-Youth Self-Report after intervention revealed improvement in social issues, thought disorders, and anxiety/ depression. Our findings suggest that CO-OP has the potential to reduce secondary impairments in addition to resolving problems, and could be a useful occupational therapy intervention for high school special needs resources.