The purpose of this paper is to present a multimodal approach applicable to assessment and intervention for children with attention deficit/hyperactivity disorder (ADHD). Instead of focusing on isolated symptoms and behaviour, this approach uses a paradigm focusing on the daily occupations identified by the child (and parent) as a priority. This approach, based on a combination of occupational models, learning theories and cognitive-behavioral approaches, is called the Cognitive Orientation to Daily Occupational Performance (CO-OP). The goal of the CO-OP therapeutic approach is to enable the child to successfully perform and participate in everyday tasks through a process of self-guided discovery and the use of problem solving strategies. On a general level, the CO-OP program has three basic components: setting child-chosen goals, conducting dynamic performance analysis, and enabling cognitive strategy use. Within the program, there are other key features such as: guided discovery, enabling principles, and parent/significant other involvement. In this paper, a description of each phase of the process is supported by examples to illustrate the approach working with a child with ADHD. Assessment tools appropriate at different stages of the process are also described. These instruments are based on different methods of assessment, including semi-structured interview, structured observation or self-assessment. Together, these assessments have the multi-faceted function of determining specific areas of activities of daily living with which a child with ADHD experiences difficulty or wishes to perform more successfully. In conclusion, implications and suggestions for further development of this approach in working with children with ADHD are presented, as well as ideas for further professional and research work.

ADHD, daily occupations, (meta)cognitive strategies, assessment and intervention