Let's CO-OPerate! Together we Are Stronger

The Goal Attainment Scale (GAS) is a criterion--referenced measure used to quantify the degree to which personal goals are achieved. GAS methodology consists in:

• Defining a rehabilitation goal;
• Choosing an observable behaviour that reflects the degree of goal attainment;
• Defining the patient's initial level with respect to the goal;
• Ranging from a ''no change'' to a ''much better than expected outcome'');
• Evaluating the patient after a defined time interval;
• Calculating the overall attainment score for all the rehabilitation goals. A five-point scale will be used: "-2" is the initial pretreatment level; "-1" represents progression towards the goal without goal attainment; ''0'' is the expected level after treatment, (and therefore, the ''most likely'' level after treatment); ''+1'' represents a better outcome than expected; ''+2'' is the best possible outcome that could have been expected for this goal.

The Canadian Occupational Performance Measure is an individualized, client--centered, semi--structured interview used to identify occupational performance issues.For each performance issue, perceived performance and satisfaction are scored on a 1 to 10 Likert scale.

Performance and satisfaction are rated by children and parents on a scale of 1 to 10 (1= not at all able to perform the activity (performance) / not at all satisfied with the way the activity is performed (satisfaction); 10 = perfectly able to perform the activity (performance) / perfectly satisfied with the way the activity is performed (satisfaction). A difference of 2 points between pre- and post-intervention is clinically significant.

For each self--identified goal, four different COPM ratings will be obtained: (1) the participant's perceived occupational performance rating; (2) the participant's satisfaction rating; (3) the parent's perceived occupational performance rating; (4) the parent's satisfaction rating.

The Behavior Rating Inventory of Executive Function questionnaire (BRIEF, or BRIEF-A for adults'version) provide an ecological assessment of executive functioning through its repercussions in family and school context. Currently, this questionnaire is the best validated and most widely used in children in various congenital, developmental or acquired conditions. The outcome measure is the Global Executive Composite score (GEC) T-Scores (Mean: 50; SD: 10; clinical range cutoff: T-Scores≥65).

The aim of this interview is to collect information on the experience of use of CO-OP by family caregivers with the participant, outside of rehabilitation sessions. No scale of score, the interviews will be analyzed according to a qualitative description.

Behavioural Assessment of the Dysexecutive Syndrome for Children (BADS-C) predicts everyday problems associated with a major area of cognitive deficit that can impede functional recovery and the ability to respond to rehabilitation programs. The therapist can be use 2 subtests to assess the executive functions deficits (Zoo Part 1 and 2 subtest; Six parts subtest). Standard scores: mean 10 (SD: 3).

Behavioural Assessment of the Dysexecutive Syndrome (BADS) predicts everyday problems associated with a major area of cognitive deficit that can impede functional recovery and the ability to respond to rehabilitation programs. The therapist can be use 2 subtests to assess the executive functions deficits (Zoo Part 1 and 2 subtest; Six elements subtest). Standard scores : means 10 (SD: 3).

The M-ABC is designed to identify and describe impairments in motor performance of children and adolescents. It will be use to assess developmental coordination disorders. Standard scores: mean 10 (3).

Wechsler Intelligence Scale for Children is an intelligence test that measures a child's intellectual ability and 5 cognitive domains that impact performance. This test (or equivalent, depending on the neuropsychologist's decision) will be used to assess development coordination disorders and/or executive function deficits. Standard scores for index: mean 100 (SD: 15); Standard scores for subtests: mean 10 (SD: 3).

The Children's Cooking Task (CCT) is a complex test that has been specifically developed to assess executive functions in a standardized open-ended environment (cooking). The CCT can be used by therapists to assess executive function deficits. Number of errors / z score (compared to age-matched controls); Task duration (min) / z score (compared to age-matched controls).