Specific problems with time and timing that affect daily routines, homework, school work, and social relations have been recognized in children with ADHD. The primary treatments for children with ADHD do not specifically focus on time-related difficulties. The aim of this randomized controlled study (RCT) was to investigate how multimodal interventions, consisting of training in time-processing ability (TPA) and compensation with time-assistive devices (TAD), affect TPA and daily time management (DTM) in children with ADHD and time difficulties, compared with only educational intervention. Thirty-eight children on stable medication for ADHD in the 9–15-year age range were randomly allocated to an intervention or a control group. The children’s TPA was measured with a structured assessment (KaTid), and the children’s DTM was rated by a parent questionnaire (Time-Parent scale) and by children’s self-reporting (Time-Self-rating). The intervention consisted of time-skill training and compensation with TAD. Data were analysed for differences in TPA and in DTM between the control and intervention groups in the 24-week follow-up. Children in the intervention group increased their TPA significantly (p = 0.019) more compared to the control group. The largest increase was in orientation to time. In addition, the parents in the intervention group rated their children’s DTM as significantly (p = 0.01) improved compared with the parents in the control group. According to the children, their DTM was not significantly changed. In conclusion, a multimodal intervention consisting of time-skill training and TAD improved TPA and DTM in children with ADHD aged 9–15 years.

Children with attention deficit hyperactivity disorder (ADHD) have difficulties with occupational performance, related to difficulties with time-processing ability. To examine the outcome of a mult...

Purpose: to describe experiences of people with intellectual disability of participating in the cognitive adapted annual national user survey of social services, and their perception of participation in the municipalities’ improvement work. Additionally, social service professionals’ views of opportunities to involve people with intellectual disability in improvement work based on survey results. Methods: Focus groups of people with intellectual disability and individual interviews with professionals were conducted and analysed, using content analysis. Results: People with intellectual disability expressed they felt listened to, and supported in expressing their views, but there was discrepancy between their and professionals’ perceptions of whether their views were considered, and if they were involved in the improvement process. Conclusions: Evaluating services received from social services is important, expressed by people with intellectual disability and professionals, but improvement is needed to feed back results to social services clients, and to involve them in the improvement process.

Limited time management skills cause problems in daily life for people with mild intellectual disability (ID) and "Let's Get Organized" (LGO) is a promising manual-based occupational therapy group intervention aiming to support management skills. To evaluate the applicability of the Swedish version of LGO-S by i) exploring enhancements in time management skills, satisfaction with daily occupations, and aspects of executive functioning in people with time-management difficulties and mild ID, and ii) describing clinical experiences of using the LGO-S for people with mild ID. Twenty-one adults with mild ID were included. Data were collected pre-/post-intervention and at 3- and 12-month follow-ups with: Swedish version of Assessment of Time Management Skills (ATMS-S), Satisfaction with Daily Occupation (SDO-13), and Weekly Calendar Planning Activity (WCPA-SE). There were few follow-up participants (n = 6-9). Significant change in time management skills that maintained at 12-months follow-ups. Significant increase in regulation of emotions at 12-month follow-up. Results at 12-months follow-up indicated sustainability in outcomes as measured by ATMS-S. A non-significant positive trend was observed in other outcomes between pre- and post-intervention. LGO-S seems applicable for improving skills in time management, organisation and planning also for people with mild ID.

Introduction: Parents with intellectual and developmental disabilities (IDDs) often need parenting support, but there are few evidence-based programmes adapted to their cognitive needs. Parenting Young Children (PYC), a home-based programme for parents with IDDs, is perceived as beneficial by parents and practitioners, but it is unclear if PYC improves parenting. The purpose of the proposed mixed-methods study is therefore to evaluate the PYC programme for improved parenting in parents with IDDs. Methods and analysis: The quantitative evaluation will have a multi-centre, pretest-posttest study design and include parents with IDDs (children aged 0–9) in need of adapted parenting support. Goal-attainment in parenting skills, parental self-efficacy and child mental health will be measured outcomes. Interviews will be used to explore the perspectives of parents and children on PYC. Ethics and dissemination: Particpation is based on informed consent from parents and guardians of the participating children. Ethical approval was granted by the Swedish Ethical Review Authority.

Background Children with ADHD and those with intellectual disability (ID) often have problems in daily time management (DTM) and the underlying time-processing ability (TPA). It is, however, less well-known how DTM and TPA may impact children’s everyday autonomy. The purpose of this study was to investigate DTM, TPA and self-rated autonomy in the activities of everyday life among children aged 9-15 years with ADHD (n = 47), with ID (n = 47) and typically developing (TD) children (n = 47). Method A descriptive, comparative and cross-sectional design was used. Group comparisons and cluster analysis with one-way analysis of variance (ANOVA) with Turkey post-hoc tests and bootstrapping were used to analyse the data. Results Children with ADHD and those with ID had significantly lower TPA and DTM than TD children. However, there was a considerable heterogeneity not explained by age, ranging from skilled to having significant problems in TPA among children with ADHD and ID, as shown by cluster analysis. Children with ADHD had lower DTM than those with ID. For all children the levels of self-rated autonomy seemed to follow the level of TPA. Conclusions Children with ADHD and those with ID have an increased risk of delayed TPA, affecting their DTM and autonomy. The results indicate a need to measure TPA and tailor interventions for each child. Keywords: ADHD, autonomy, child , cluster analysis, intellectual disability, participation, time management