Adolescents' social interaction skills on social media versus in person and the correlations to well-being.

INTRODUCTION: High-quality social interactions with peers could protect adolescents' mental health, resilience, and well-being. Assessing their social interaction skills (SIS) is essential to enhancing them. However, few instruments provide information about SIS in in-person and social media environments. The SIS Questionnaire (SISQ) was developed to fill this gap, spotlighting adolescents' viewpoints on SIS in both environments. This study aimed to describe the SISQ development and psychometric properties, differences in adolescents' SIS in both environments, and relationships between the adolescents' SIS and subjective well-being. METHODS: A total of 214 typically developed adolescents aged 12-18 (M = 15.3 years, SD = 1.77; 61.2% girls) completed online questionnaires (demographic, SISQ, and Five Well-Being Index). We used exploratory factor analysis for construct validity, Cronbach's alpha for internal reliability, t-tests for differences in SIS, Cohen's d for effect sizes, and Pearson correlations and hierarchical regression for relationships between SIS and well-being. RESULTS: The SISQ has content validity and a monofactorial scale construct validity with very good internal reliability. Participants rated their in-person SIS significantly higher than on social media, t(213) = -5.24, p < 0.001, d = 0.36, and the in-person environment as more important, t(213) = -11.57, p < 0.001, d = 0.79, than the social media environment. A significant correlation was found between both in-person SIS (r = 0.41, p < 0.001) and social media (r = 0.34, p < 0.01) and well-being. CONCLUSION: The SISQ is a valid, reliable tool for assessing adolescents' SIS, essential to promoting these skills in this unique environment.

Mind Sports: Exploring Motivation and Use of Cognitive Strategies in Bridge.

The game of Bridge is one of the world's most widely played mind-sport games. A growing number of people consider it a meaningful leisure activity and are motivated to play. The aim of this study was to describe a sample of Bridge players in Israel in terms of demographics, player records, motivations, and cognitive strategies used to play Bridge and examine the associations between these variables. A sample of 488 Bridge players' completed an online demographic questionnaire, the Bridge Motivational Factors Checklist, and the Bridge Cognitive Strategies Questionnaire. Most players in the study were men with a mean age of 68.7 years and a Bridge player level between Vice Master and Senior Master. Most players play bridge because "bridge is a fun game". Strategy use that occurred in-game (versus pre- or postgame) obtained the highest mean score. Because Bridge is a strategy game that can be played from childhood to older adulthood, it is important to continue research to further understand the nature and different aspects of the cognitive strategy used among Bridge players and in other mind sports.

Relationships between motor skills and executive functions in developmental coordination disorder (DCD): A systematic review.

BACKGROUND: Individuals with developmental coordination disorder (DCD) experience motor skill and executive function (EF) difficulties that challenge their daily activities. AIM/OBJECTIVE: This systematic review aims to provide an in-depth analysis of the relationships between motor skills and EFs in studies among individuals with DCD. MATERIAL AND METHODS: We conducted a systematic search of eight electronic databases for articles (published 1994-2021) reporting on quantitative studies that estimated relationships between motor skills and EFs when assessing children, adolescents and adults with DCD. Motor skills and EFs were assessed via reliable and validated assessment tools. Two reviewers independently screened the articles. We evaluated the quality of the selected articles according to EPHPP guidelines and the methodological quality of the assessments from these studies using the COSMIN checklist and reported results following the PRISMA-P checklist. This systematic review was registered in PROSPERO (CRD42019124578). RESULTS: A total of 30,808 articles were screened. Eleven articles met the inclusion criteria and were reviewed. Findings from nine studies demonstrated weak to strong correlations between aspects of motor skills and EFs. CONCLUSIONS AND SIGNIFICANCE: Limited evidence supports the relationships between motor skills and EFs among individuals with DCD. Occupational therapists should consider the possibility of this relationship and give more consideration to these components when planning intervention for individuals with DCD.

Inside the Functional Individualized Therapy for Teenagers with Executive Deficits (FITTED): Insights from the Adolescents and Their Parents.

This study explores Functional Individualized Therapy for Teenagers with Executive Deficits (FITTED) factors facilitating adolescents' improvement. At each of eight therapy sessions, 41 adolescents with executive function deficits and their parents wrote the primary concept they "took away." Experts categorized their answers by the FITTED model's main factors-goals, strengths, and strategies-adding child's difficulties for the parents' answers. Results describe answer frequencies by factor in each session. Across time, strengths and strategies dominated among adolescents, and strategies and difficulties among parents. Cognitive strategies are integral to the FITTED process for improving the daily functioning of adolescents with executive function deficits.

Cognitive Strategies: Moderating the Relationship between Executive Functions and Daily Functioning.

Whereas prior studies have addressed relationships between cognitive strategies and learning and achievement, very few dealt with their connection to daily functioning. This study examines the moderation effect of the frequency of compensatory cognitive strategy use within that relationship among university students. A sample of 336 students (18-36 years; 180 women, 156 men) answered the Dysexecutive Questionnaire (DEX; executive function components), Time Organization and Participation Scale (TOPS; daily functioning), and Compensatory Cognitive Strategies Scale (CCSS; strategy use). The results showed significant correlations between the DEX and TOPS for three CCSS levels (-1.0, -1.0 to 1.0, and 1.0 SD from average); the higher the frequency of cognitive strategy use, the stronger the association between the DEX and TOPS. The findings suggest that more frequently use of cognitive strategies can strengthen efficient daily functioning.

Anticipatory Awareness and Actual Handwriting Performance Measures among Adolescents with Deficient Executive Functions.

This secondary analysis explores differences and correlations between handwriting anticipatory awareness (time estimation, expected performance, and expected difficulty) before a paragraph copying task and actual performance time and legibility among adolescents with executive function deficits (EFD) versus neurotypical adolescents. Eighty-one adolescents (10-18 years old; 41 with EFD and daily functioning difficulties as per parent reports) estimated their time, expected performance, and expected difficulty before the paragraph copying task using the Self-Awareness of Performance Questionnaire (SAP-Q). Time duration was assessed using the Computerized Penmanship Evaluation Tool (ComPET) software, and legibility was scored using the Handwriting Legibility Scale (HLS). Significant between-group differences were found in actual time duration (ComPET), HLS total score and legibility components, and three SAP-Q questions. Both groups estimated significantly more performance time than their actual performance duration. The adolescents with EFD underestimated their performance before the handwriting task. Significant correlations were found between actual performance, anticipatory awareness, and Executive Function (EF) in both groups. Their performance predictions were significantly correlated with their EF and product's legibility. The results highlight the potential relationships between anticipatory awareness and actual handwriting performance (time duration and legibility) of adolescents with and without EFD. Further studies may analyze the benefits of focusing on both EF and anticipatory awareness for handwriting improvement among populations with EF deficits.

Coping strategies of families and their relationships with family quality of life during Covid-19 pandemic.

The COVID-19 pandemic has brought new challenges to almost every aspect of parents' and their children's lives, posing an acute threat to the families' quality of life (FQOL). This study had two aims: (1) to identify changes in family coping-strategy profiles among parents pre- and during the first COVID-19 lockdown and (2) to analyze interactions between the clusters of coping strategies pre-COVID with FQOL during the first lockdown. A sample of 253 parents (58.5% mothers) of children (3 to 18 yr old) completed the Family Pandemic Oriented Personal Evaluation Scales and the FQOL Scale about their family life pre- and during the COVID-19 lockdown. Four family coping-strategy clusters were found. Differences were found between those clusters pre- and during the first COVID-19 lockdown, with a high percentage of families using the positive appraisal strategy more often. Significant interactions were found between the family coping-strategy clusters pre-COVID-19 and the FQOL factors before and during the pandemic. Most families maintained their FQOL levels during the first lockdown. Close and frequent interactions between family members had relationships with positive emotions and significant effects on well-being. Results showed that positive cognitive appraisal was a protective factor against a significant decrease in FQOL during the first COVID-19 lockdown.

Handwriting legibility across different writing tasks in school-aged children.

Background: In school, children are required to perform a range of handwriting tasks. The writing needs to be legible to the child and other readers. The aim of this study was to examine handwriting legibility across different writing tasks and to explore which components might predict overall handwriting legibility. Methods: This was a secondary analysis of data from 148 school-aged children across writing scripts obtained from the Detailed Assessment of Speed of Handwriting: copying-best, copying-quickly and free-writing. Results: Results showed that letter formation was the major predictor of the total HLS score, and significant differences in handwriting legibility were found across the three tasks. Conclusions: The HLS is a practical tool that can benefit occupational therapists who work in schools by assessing handwriting legibility across different handwriting tasks.

The Discrepancy between Actual Performance and Self-Awareness among Adolescents with Executive Function Deficits.

Adolescents with executive function deficits (EFD) struggle to perform complex daily activities and have difficulty being self-aware of their performance. This study aimed to compare actual performance with self-awareness of performance among adolescents with EFD before and after a metacognitive intervention. The participants consisted of 41 adolescents aged 10 to 14 years, previously diagnosed with EFD. All performed the Children's Cooking Task (CCT), and completed the Behavioral Rating Inventory Executive Function-Self-Report (BRIEF-SR) and the Self-Awareness of Performance Questionnaire. Significant positive differences were found in the time duration and the total number of errors from the CCT and three BRIEF-SR subscale scores before and after the intervention. No significant differences were found in self-awareness of performance. After a cognitive intervention, adolescents with EFD improved their performance of a learned skill, but their self-awareness of their performance remained unchanged. These results may imply that EFD inhibits self-awareness development, and that self-awareness may not depend on task performance, but, rather, is influenced by other external factors. The article reports the secondary analysis from the results of the Functional Individualized Therapy for Teenagers with Executive Deficits (FITTED) intervention on human participants.

Role Perception of Occupational Therapists in Education Systems: Self-Efficacy and Employability Skills.

Although the main framework for occupational therapy includes delivery of services in educational institutions with students with disabilities, little is known about how the occupational therapists perceive their role in this specific system. This research examines an integrated conceptual model wherein self-efficacy explains the occupational therapists' role perception with employability skills as a mediator. Participants, 147 occupational therapists working in educational systems, completed an online demographic questionnaire, the Perception Questionnaire for Occupational Therapists in the Education System, General Self-Efficacy Questionnaire, and Employability Key Questionnaire. The proposed model was analyzed by the structural equation model (SEM) using AMOS software. The SEM provided excellent goodness of fit indices, χ 2(24) = 40.49; p = .019; NFI = .93; CFI = .97; RMSEA = .07; SRMR = .05, and explained 40% of the variance in role perception. These findings highlight employability skills as the primary contributor that affects occupational therapists' role perception. Self-efficacy and employment skills influence how occupational therapists working in education systems perceive their roles; thus, employment skills should be included in professional training and development courses. This study has implications for occupational therapists working on the education system to understand the meaningful effects of employability skills as critical to developing and improving their role perception.

Role Perception and Professional Identity of Occupational Therapists Working in Education Systems: Perception du rôle et identité professionnelle des ergothérapeutes qui travaillent dans les systèmes scolaires.

BACKGROUND.: Occupational therapists, especially those in education systems, are challenged to define their professional roles and identities. PURPOSE.: This research evaluated the Role-Perception Questionnaire for Occupational Therapists in the Education System's (RP-OT) psychometric properties, the Professional Identity Scale (PIS) internal consistency among occupational therapists, and relationships among role perception, professional identity, and demographic characteristics. METHOD.: A sample of 147 occupational therapists in education systems completed the RP-OT and PIS. We conducted exploratory factor analysis and calculated Cronbach alpha to evaluate the RP-OT and PIS psychometric properties. Relationships were examined using Pearson correlation. FINDINGS.: The RP-OT was found reliable and valid, with medium-to-strong correlations among role perception, professional identity, and demographics. Teamwork in the education system was the major predictor (82%) of professional identity. IMPLICATIONS.: Teamwork is part of the professional role of occupational therapists in the education system and a significant component for developing their positive professional-identity perception.

Exploring the Impacts of Environmental Factors on Adolescents' Daily Participation: A Structural Equation Modelling Approach.

Adolescents with neurodevelopmental difficulties struggle to perform daily activities, reflecting the significant impact of executive functions on their participation. This research examines an integrated conceptual model wherein supportive environmental factors in the community, school and home settings explain the children's participation (involvement and frequency) with their daily activities performance as a mediator. Parents of 81 10- to 14-year-old adolescents with and without executive function deficit profiles completed the Participation and Environment Measure for Children and Youth and the Child Evaluation Checklist. A secondary analysis was conducted to examine the structural equation model using AMOS software. The results demonstrated support for the hypothesised model. Supportive environmental demands in school predicted 32% of home participation, and the adolescents' daily performance reflected that executive functions mediated the relationship between them. Together, these findings highlight the school environment as the primary contributor that affects the children's functioning according to their parents' reports and as a predictor of high participation at home in terms of frequency and involvement. This study has implications for multidisciplinary practitioners working with adolescents in general, and in the school setting specifically, to understand meaningful effects of executive functions on adolescents' daily functioning and to provide accurate assistance and intervention.

Daily Performance of Adolescents with Executive Function Deficits: An Empirical Study Using a Complex-Cooking Task.

PURPOSE: To characterize and analyze the performance of adolescents with executive function deficits through the Children's Cooking Task (CCT) as a performance-based complex ecological assessment. METHODS: Participants were 41 adolescents (aged 10-14 years) with normal intellectual function and executive function deficit profiles based on the Behavior Rating Inventory of Executive Function (BRIEF) parent reports and self-reports (BRIEF-SR) and the WebNeuro and 40 controls with typical development matched by age and gender. Participants in both groups performed the CCT, an ecological standardized complex task. RESULTS: Significant group differences were found for all CCT outcome measures (total number of errors, task duration, and all qualitative rating variables). Significant correlations were found among children with executive function deficit profiles between the CCT performance duration and total number of errors and the BRIEF-SR subscale score. Two separate discriminant function analyses described primarily by the CCT correctly classified the study groups. CONCLUSION: The poor performance of adolescents with executive function deficit profiles exhibited through the standardized complex task, as well as the relationships with their executive functions, supplies better insight about their daily confrontations. Identifying how they perform may lead to development of focused interventions to improve these adolescents' daily performance, participation, and wellbeing.

Reprint of 'Age-related changes in executive control and their relationships with activity performance in handwriting'.

Deterioration in the frontal and prefrontal cortex associated with executive functions (EF) occurs with age and may be associated with changes in daily performance. The aim of the present study was to describe changes occurring with age in Executive Functions (EF) and handwriting activity, as well as to analyze relationships between age, EF and handwriting performance. The study population included 80 healthy participants (aged 31 to 76+) living in the community. After answering five questions about their writing habits, the participants completed the Behavioral Assessment of the Dysexecutive Syndrome (BADS). In addition, they performed a handwriting task on a digitizer included in the Computerized Penmanship Evaluation Tool (ComPET), which provides kinematic measures of the handwriting process. Significant differences were found between the four age groups for both EF and temporal and spatial handwriting measures. A series of regressions indicated that age predicted 35% of the variance of the BADS profile score (EF control) and 32% of the variance of in-air time while writing. The results of this study indicated age effect on both EF control and handwriting performance. Possible implications for further research and clinical evaluation and intervention are discussed.

Age-related changes in executive control and their relationships with activity performance in handwriting.

Deterioration in the frontal and prefrontal cortex associated with executive functions (EF) occurs with age and may be associated with changes in daily performance. The aim of the present study was to describe changes occurring with age in Executive Functions (EF) and handwriting activity, as well as to analyze relationships between age, EF and handwriting performance. The study population included 80 healthy participants (aged 31 to 76+) living in the community. After answering five questions about their writing habits, the participants completed the Behavioral Assessment of the Dysexecutive Syndrome (BADS). In addition, they performed a handwriting task on a digitizer included in the Computerized Penmanship Evaluation Tool (ComPET), which provides kinematic measures of the handwriting process. Significant differences were found between the four age groups for both EF and temporal and spatial handwriting measures. A series of regressions indicated that age predicted 35% of the variance of the BADS profile score (EF control) and 32% of the variance of in-air time while writing. The results of this study indicated age effect on both EF control and handwriting performance. Possible implications for further research and clinical evaluation and intervention are discussed.