Weekly Calendar Planning Activity (WCPA): A Performance-Based Assessment of Executive Function Piloted With At-Risk Adolescents
ABSTRACT OBJECTIVE. We piloted the Weekly Calendar Planning Activity (WCPA), a performance-based measure of executive function (EF), to establish a baseline for at-risk adolescents. METHOD. Participants were 113 youths ages 16-21 who were enrolled at a charter school for youth returning to high school after dropping out. We administered the WCPA and collected demographic information. RESULTS. On average, participants spent 15.9 min on the WCPA, made 7.9 errors, and followed 4.0 of 5 possible rules. No ceiling effect was observed in overall accuracy. Participants used a mean of 3.1 strategies (standard deviation = 1.9) while completing the WCPA. Participants who used more strategies spent more time planning and completing the task and were more accurate. CONCLUSION. The WCPA may be useful to occupational therapists as a performance measure of EF. This assessment allows evaluation of complex task performance, strategy use, self-evaluation of performance, and error patterns, which can be used in developing intervention strategies.
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- "These findings suggest that the WCPA is suitable for adolescents and young adults as a performance-based assessment of EF (Toglia & Berg, 2013). Findings from the WCPA pilot study indicated that participants who performed better on the task used more strategies, took more time, followed more rules, and were more deliberate and accurate overall (Weiner et al., 2012). A version for students was developed and is reported in the current study. "
ABSTRACT: To introduce a revised version of the Weekly Calendar Planning Activity (WCPA) adapted for university students (Weekly Calendar Performance Activity for students [WCPA-S]) and compare the performance of this activity between students with and without ADHD and across gender groups. Participants included a total of 157 students, ages 20 to 30, enrolled in universities/colleges and divided into two groups: students with ADHD (male = 23, female = 38) and without ADHD (male = 33, female = 63). A two-way ANOVA was used for data analyses. The WCPA-S was administered to each student individually. Significant differences were found between students with and without ADHD and across genders in performance, duration of performance, and in the number of strategies used. The WCPA-S proved to be an effective performance-based diagnostic tool for the utilization of executive functions in the daily life of university students. This instrument can be used to predict success in higher education and to support learning among university students with ADHD. © 2015 SAGE Publications.Journal of Attention Disorders 01/2015; DOI:10.1177/1087054714564621 · 2.40 Impact Factor
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ABSTRACT: This study assessed test–retest reliability and internal consistency of the Assessment of Time Management Skills (ATMS), a self-report questionnaire designed to assess awareness and use time management strategies to plan and manage daily life tasks. Participants included 18 to 65 year-old people (N = 241) from the general population. The questionnaire's content validity was established. The tool demonstrated good internal consistency (α = 0.86). Test–retest reliability for the score revealed a Pearson Coefficient of Correlation (PCC) r = 0.89. The ATMS may be a useful tool for evaluating the effectiveness of rehabilitation designed to improve time management skills.Occupational Therapy in Mental Health 07/2013; 29(3):215-231. DOI:10.1080/0164212X.2013.819481
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ABSTRACT: OBJECTIVE. We compared abilities and strategy use of at-risk youth aged 16-21 yr with those of a community sample of high school students using a performance measure of executive function, the Weekly Calendar Planning Activity (WCPA). METHOD. We recruited students from an alternative school for at-risk youth (n = 113) and from community high schools in the same region (n = 49). We collected demographic information from and administered the WCPA to both groups. RESULTS. The at-risk group made more errors, used fewer strategies, and broke more rules than the community group; however, the groups were similar in average time for planning and task completion. Moderate relationships were found between WCPA and academic performance in the at-risk group. CONCLUSION. Comparison of at-risk and community youth provides support for discriminant validity of the WCPA and indicates that the WCPA is useful in identifying adolescents who are at risk for occupational performance deficits.08/2013; 67(5):515-23. DOI:10.5014/ajot.2013.008482