University of North Dakota UND Scholarly Commons Occupational Therapy Capstones Department of Occupational Therapy 2016 Occupational Therapy Interventions for ADHD: A Systematic Review Kamela L. Kelsch University of North Dakota Kaci L. Miller University of North Dakota Follow this and additional works at:https://commons.und.edu/ot-grad Part of theOccupational Therapy Commons Recommended Citation Kelsch, Kamela L. and Miller, Kaci L., "Occupational Therapy Interventions for ADHD: A Systematic Review" (2016).Occupational Therapy Capstones. 107. https://commons.und.edu/ot-grad/107 This Scholarly Project is brought to you for free and open access by the Department of Occupational Therapy at UND Scholarly Commons. It has been accepted for inclusion in Occupational Therapy Capstones by an authorized administrator of UND Scholarly Commons. For more information, please [email protected]. OCCUPATIONAL THERAPY INTERVENTIONS FOR ADHD: A SYSTEMATIC REVIEW by Kamela L. Kelsch, MOTS & Kaci L. Miller, MOTS Advisor: Dr. Sarah Nielsen, PhD, OTRIL A Scholarly Project Submitted to the Occupational Therapy Department of the University of North Dakota In partial fulfillment of the requirements for the degree of Master of Occupational Therapy Grand Forks, North Dakota May 14th, 2016 This scholarly project, submitted by Kamela L. Kelsch, MOTS and Kaci L. Miller, MOTS in partial fulfillment of the requirement for the Degree of Master's of Occupational Therapy from the University of North Dakota, has been read by the Faculty Advisor under whom the work has been done and is hereby approved. ~,,,-Qvn,,Q,,,-_ (-ko, ll/l( / '-_. Faculty Advisor IQ-)IFI 'Y Date PERMISSION Title Occupational Therapy Interventions for ADHD: Systematic Review Department Occupational Therapy Degree Master's of Occupational Therapy In presenting this Scholarly Project in paltial fulfillment of the requirement for a graduate degree from the University of North Dakota, we agree that the Department of Occupational Therapy shall make it freely available for inspection. We further agree that permission for extensive copying for scholarly purposes may be granted by the professor who supervised our work or, in her absence, by the Chairperson of the Department. It is understood that any coping or publication or other use of this Scholarly Project or part thereof for financial gain shall not be allowed without our written permission. It is also understood that due recognition shall be given to us and the University of North Dakota in any scholarly use which may be made of any material in our Scholarly Project Report. Vwmk fuM! 12 -/D -JS Signature Date signature_~~=·: Ll...!J(.LiLl..jC:'~L-_ Date 1:2/ 10/1 S ii TABLE OF CONTENTS LIST OF FIGURES ......................................................................... vi LIST OF TABLES ......................................................................... vii ACKNOWLEDGEMENTS .............................................................. viii ABSTRACT ................................................................................. ix CHAPTER I. INTRODUCTION ......................................................... 1 Purpose ............................................................. 3 Definitions ......................................................... 3 Summary ........................................................... 4 II. REVIEW OF STUDIES & LITERATURE ............................ 6 Attention Deficit Hyperactivity Disorder ..................... 6 Impact on Occupational Performance ......................... 7 Interventions ...................................................... 9 Conclusion ....................................................... 15 III. RESEARCH METHODOLOGy ...................................... 16 Ethics Approval. ................................................ 23 Theory ............................................................ 23 IV. PRESENTATION, ANALYSIS, & INTERPRETATION OF DATA ..................................................................... 25 V. SUMMARY, CONCLUSIONS, & RECOMMENDATIONS ..... 47 Discussion ....................................................... .47 Strengths & Limitations ........................................ 51 iii Recommendations for Occupational Therapy ............... 54 REFERENCES ............................................................................. 56 iv LIST OF FIGURES Figure Page 1. Article Selection through the Systematic Review Process .................. 24 v LIST OF TABLES Table Page l.l-1.2 Level I Research Study Synopses ................................. 26 2.1-2.2 Level II Research Study Synopses ................................ .32 3.1-3.9 Level III Research Study Synopses ............................... .36 vi ACKNOWLEDGEMENTS Together, we would like to thank all of the faculty and support staff in the UNO Occupational Therapy Department. They have all provided support and guidance the past three years and prepared us to complete this scholarly project. Together, we would like to thank Dr. Nielsen for support through every aspect of the scholarly project process. With your guidance, you have pushed us to become better researchers and students. We also appreciate your push to make our project more than just a passing grade and look forward to creating a research article with you. vii ABSTRACT Background: ADHD can have a negative impact on occupational performance of a child, interfering with ADLs, IADLs, education, leisure, and play. However, at this time, a cumulative review of evidence based occupational therapy interventions for children with ADHD do not exist. Purpose: The purpose of this scholarly project was to complete a systematic review of what occupational therapy interventions are effective for school-aged children with ADHD. Methods: An extensive systematic review for level T, II, or II research articles was completed using CINAHL and OT Search. Inclusion, exclusion, subject terms, and words or phrases were determined with assistance from the librarian at the Harley French Library at the University of North Dakota. Results: The systematic review yielded !3 evidence-based articles with interventions related to cognition, motor, sensory, and play. Upon completion of the systematic review, articles were categorized based upon an initial literature search understanding common occupational therapy interventions for children with ADHD. Specifically, level I, II, and III occupational therapy research is available for interventions addressing cognition, motor, sensory, and play. Conclusion: Implications for practice and education include the need for foundational and continuing education opportunities reflecting evidenced-based interventions for ADHD. Further research is needed to solidify best practices for children with ADHD including more rigorous studies across interventions. viii