POET-Teacher
based on the Parental Occupational Executive Training
(POET; Frisch, Tirosh & Rosenblum, 2020)
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.