Effectiveness of the co-PID for students with moderate intellectual disability

Efrat Selanikyo, Naomi Weintraub, Shira Yalon-Chamovitz*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


OBJECTIVE. We aimed to corroborate the effectiveness of the Collaborative Consultation for Participation of Students With Intellectual Disability (Co-PID), intended for enhancing participation in classroom-related activities. METHOD. The study took place in two special education schools and included students with moderate intellectual and developmental disabilities ages 7–20 yr. The schools were randomly assigned to intervention (Co-PID; n 5 28 students, n 5 4 teachers) and control (In-Service [IS]; n 5 32 students, n 5 7 teachers) groups. Participation was evaluated at pre- and posttest of an 8-mo intervention. RESULTS. The Co-PID improved students’ ability to choose among provided options. Additionally, the Co-PID group achieved more goals (measured by goal attainment scaling) than the IS group in all participation areas, and their enhanced participation transferred to other school environments (as measured by the School Function Assessment). CONCLUSION. The Co-PID was found to be an effective program for enhancing classroom and school participation.

Original languageAmerican English
Article number7202205090
JournalAmerican Journal of Occupational Therapy
Issue number2
StatePublished - 1 Mar 2018

Bibliographical note

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© 2018 American Occupational Therapy Association, Inc. All Rights Reserved.


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