Preliminary Effects of the CO-OP Approach in Children With Autism Spectrum Disorder

Children with autism spectrum disorder may experience difficulties in performing and participating in daily occupations due to differences in executive functioning, motor planning, attention, behavioral regulation, and sensory processing.

The Cognitive Orientation to Daily Occupational Performance approach is a client-centered, performance-based intervention that uses collaborative goal setting, guided discovery, dynamic performance analysis, domain-specific strategies, and the global problem-solving strategy "Goal-Plan-Do-Check." The approach aims not only to improve performance in selected activities but also to support strategy use, generalization, and transfer of learning to daily life.

In this single-group pilot study, eligible children with autism spectrum disorder will receive 10 individual intervention sessions based on the Cognitive Orientation to Daily Occupational Performance approach. Before the intervention, individualized occupational performance goals will be identified with the child and family. Baseline assessments will evaluate perceived occupational performance and satisfaction, observed performance quality, individualized goal attainment, autism-related behaviors, and sensory processing characteristics.

Following completion of the 10-session intervention program, the same outcome measures will be administered again. Pre-intervention and post-intervention scores will be compared to estimate the preliminary effects and clinical relevance of the intervention. The findings are expected to provide feasibility and preliminary effect-size data for future studies with larger samples and controlled designs.

Inclusion criteria

• Having a clinical diagnosis of autism spectrum disorder
• Being of primary school age
• Having communication and cooperation skills sufficient to participate in the - Cognitive Orientation to Daily Occupational Performance intervention
• Having at least one daily occupational performance goal identified by the child and/or family
• Being able to attend the assessment and intervention sessions regularly
• Provision of written informed consent by a parent or legal guardian

Exclusion criteria

• Having a severe neurological, orthopedic, or psychiatric condition that may substantially affect the assessment or intervention process
• Having severe behavioral difficulties that prevent safe and consistent participation in the intervention sessions
• Having participated in an intensive, structured cognitive strategy-based intervention program within the previous 6 months
• Withdrawal of the child or parent/legal guardian from the study