高等学校の通級指導におけるCognitive Orientation to daily Occupational Performance（CO-OP）の実践

Implementation of Cognitive Orientation to daily Occupational Performance (CO-OP) in high school resource rooms

要旨：高等学校の通級指導を利用する生徒に対して，Cognitive Orientation to daily Occupational Performance（以下，CO-OP）の適用を試みた．結果，カナダ作業遂行測定により抽出された課題「聞き間違いを減らす」の目標が達成され，課題「数学の成績を上げる」では遂行度1→4，満足度1→4に向上した．さらに，介入後の自己評価による行動チェックリストでは社会性の問題，思考の問題，不安／抑うつが改善した．CO-OPは課題を解決するだけでなく二次障害を軽減する可能性があり，高等学校の通級への作業療法介入として有用であることが示唆された．

We attempted to implement Cognitive Orientation to daily Occupational Performance (CO-OP) for students who use high school resource rooms. We found that objectives were achieved for the task of “reducing mishearing,” which were identified using the Canadian occupational performance measure. Furthermore, performance improved from 1 to 5, and satisfaction improved from 1 to 4 for the task of “improving grades in mathematics.” In addition, a Child Behavior Checklist-Youth Self-Report after intervention revealed improvement in social issues, thought disorders, and anxiety/ depression. Our findings suggest that CO-OP has the potential to reduce secondary impairments in addition to resolving problems, and could be a useful occupational therapy intervention for high school special needs resources.