POET-Teacher

A kindergarten / preschool teachers’ curriculum
based on the Parental Occupational Executive Training
(POET; Frisch, Tirosh & Rosenblum, 2020)

We develop English courses for educational teams in collaboration with Shanan College, (Contact us).

The POET-Teacher (POET-T) aims to supply kindergarten’s / preschool teachers with tools to enable children to gain self-control over their functioning and behavior in the educational setting. The program uses Response To Intervention (RTI) strategies and thus can be used with the entire class as well as with individual children,who present executive delays or early symptoms of attention deficit hyperactivity disorder (ADHD).

The POET-T’s contents were refocused following an expert validity conducted with 5 senior educators and 4 occupational therapists with an average experience of 28 years. It is recommended to implement the POET-T during eight consecutive weeks, and to focus every two weeks on improving children’s performance in one functional goal out of 10, that are important to the kindergarten staff.

The POET-Teacher program includes a kit for practical use in kindergarten, accompanying the POET-T course where the principles of the program and the models on which it is based are learned and practiced. The kit can be used only after taking the 30h POET-T course and receiving a certificate from Dr. Carmit Frisch.

The POET-T’s adherence (commitment to delivery), fidelity (accuracy in delivery), acceptance (Willingness to adapt it), implementation (Sustainability in putting the intervention into practice in real world setting) and efficacy are being studied in the developer’s post-doc (Moffett institute, Shaanan academic college), Supervised by professor Yair Ziv,Department of Counseling and Human Development (Department Chair), University of Haifa, Israel

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Main sources used to adapt the POET for educational settings:

Baker, C. N., Kupersmidt, J. B., Voegler-Lee, M. E., Arnold, D. H., & Willoughby, M. T. (2010). Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers. Early Childhood Research Quarterly, 25, 270–283.

Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. New York: Guilford Press.

Frisch, C., & Rosenblum, S. (2014). Reliability and validity of the executive function and occupational routines scale (EFORTS-K). Research in Developmental Disabilities, 35, 2148–2157.‏ doi:10.1016/j.ridd.2014.05.003

Frisch, C., Rosenblum, S., & Tirosh, E. (2020). Parental occupational executive training: feasibility and parental perceptions. OTJR: Occupation, Participation and Health, 1539449220912191

Lendrum, N & Humphrey, N (2012) The importance of studying the implementation of interventions in school settings, Oxford Review of Education, 38 (5), 635-652,DOI: 10.1080/03054985.2012.734800

Pauli-Pott, U., Mann, C., & Becker, K. (2021). Do cognitive interventions for preschoolers improve executive functions and reduce ADHD and externalizing symptoms? A meta-analysis of randomized controlled trials. European Child & Adolescent Psychiatry, 30(10), 1503-1521.

Vancraeyveldt, C., Verschueren, K., Van Craeyevelt, S., Wouters, S., & Colpin, H. (2015). Teacher-reported effects of the Playing-2-gether intervention on child externalizing problem behavior. Educational Psychology, 35(4), 466-483.

POET-Teacher

Main sources used to adapt the POET for educational settings:

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