The POET Approach


The POET (Parental Occupational Executive Training) approach was developed by Carmit Frisch during her PhD studies under the supervision of Prof. Sara Rosenblum (Department of Occupational Therapy, University of Haifa), and Prof. Emanuel Tirosh, (Faculty of Medicine, Technion Institute). The POET’s purpose is to enable early and timely intervention in young children presenting with ADHD symptoms and/ executive functioning delays. The intervention is designed to improve the children’s daily functioning and executive functions (EF); no preliminary medical diagnosis is required.

Parental training is the first-line treatment for young children with ADHD symptoms, as recommended by the American Academy of Pediatrics. Unlike behavioral parent trainings that are focused in developing parental skills to collaborate with the child, the POET approach focuses on helping parents understand the nature of the EF, how they affect their children’s functioning, and what parents can do to help their children become more successful in their day-to-day functioning. The POET approach relates to all aspects of the child’s life, from getting up and handling their daily routines to organizing their personal belongings; from managing reactions to frustration and excitement reactions to being able to occupy themselves independently. We can even use this approach to address and work on activities like waiting in line, sitting at the table during meals, and doing homework. The intervention includes 8 sessions with parents after child’s occupational therapy assessment, and combines training and coaching principles. Its content is tailored to the child and family’s personal needs. We use the POET protocol successfully also with children’s educators. 

An online POET training course for occupational therapists
is now available.

POET Course


35 h
Parental Occupational Executive Training; Frisch, Tirosh & Rosenblum

“Excellent course, detailed, professional, and really enhanced my professional knowledge and taught me a new approach. It really enriched my knowledge about how to engage parents. It helped me both as an occupational therapist and a mother.”

“The course organized things in a very relevant area of practice and it seems to have taught how to succeed practically in the field. Thank you very much, your effort and dedication was felt.”

“It was amazing; every week I was sorry when the presentation ended. I eagerly anticipate part II.”
“Wonderful course, with content that was able to mesh lecture, meeting, and video clips. The asynchronous learning from the prepared presentations was good and comfortable. The learning materials taught me many new things, and the construction of the approach and the learning itself were excellent.”

For the POET's feasibility and efficacy, please see:

  • Frisch, C., Tirosh, E., & Rosenblum, S. (2023). Children with ADHD Symptomatology: Does POET Improve Their Daily Routine Management?. Children10(6), 1083.
  • Frisch, C., Rosenblum, S., & Tirosh, E. (2020). Parental Occupational Executive Training: Feasibility and parental perceptions. OTJR: Occupation, Participation and Health, 1539449220912191.
  • Frisch, C. Tirosh, E., & Rosenblum, S. (2019) Parental Occupation Executive Training (POET): An efficient innovative intervention for young children with attention deficit hyperactive disorder, Physical & Occupational Therapy in Pediatrics, DOI:10.1080/01942638.2019.1640336
  • Aviran, A., Frisch, C., Berman, S., Rosenblum, S (2017). How Parents with Symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) Experience the Parental Occupational Executive Training (POET) Intervention Process, Initial Impressions. The Israeli, Journal of Occupational Therapy, 23 (3) E38-E39 (In Hebrew).