Examining the Effectiveness of an Intervention Protocol Based on CO-OP for Children and Adolescents With IDD: A Pilot Study

Background and Rationale: The current study is based on the knowledge about the widespread impact of intellectual developmental disabilities (IDD) on the functioning of children and adolescents and the lack of evidence-based intervention programs for this population. There is preliminary research evidence about the effectiveness of cognitive-functional intervention according to the OP-CO approach among children with various cognitive impairments. This study is part of a larger study that aims to adapt the intervention protocol adapted according to the principles of the OP-CO approach for children/adolescents with IDD and will focus on an initial examination of the effectiveness of the intervention according to the adapted protocol. The importance of the study for the topic of intellectual disability: Developing an adapted, applicable and evidence-based protocol can address the unique needs of the population of children/adolescents with IDD (up to age 21) and serve as a tool for occupational therapists who treat this population. The development of the protocol will respond to The lack of evidence-based intervention programs for this population. Research methodology: A pilot study that will be based on the results of a previous study that includes the development of an adapted intervention protocol. In this study, an intervention will be delivered for approximately 12-15 weeks once a week for 45 minutes by 3-5 occupational therapists among approximately 10 children/adolescents up to the age of 21 with MSH. The intervention will use standard tools and documentation of the intervention in a therapist diary

Inclusion Criteria: * Children and adolescents aged 10-21 years * a primary diagnosis of mild to moderate IDD by The Ministry of Welfare and Social Affairs * enrolled in special education settings and settings with a long school day/stay; - able to communicate verbally in Hebrew and define at least three goal activities with help from parents/educational/therapeutic staff. Exclusion Criteria: * complex neurological or psychiatric diagnoses (e.g., cerebral palsy) * sensory limitations (e.g., blindness or deafness).