Enhancing Executive Control in Early Childhood: Educators’ Implementation of the Pedagogical Occupational Executive Training Program

Aims: Assess the feasibility (adherence, fidelity, acceptance, implementation) and preliminary efficacy of Pedagogical Occupational Executive Training-Teacher (POET-T), a scalable, teacher-based adaptation of the validated parent-based POET intervention. POET-T is a consultation-based occupational therapy intervention to enhance children’s executive control in educational settings. Methods: Eleven early childhood teachers implemented the POET-T in mainstream classrooms over six weeks. Feasibility was assessed using teachers’ questionnaires combining multiple-choice and open-ended questions and fidelity rating scales completed by consulting occupational therapists. The children’s sample included 27 children identified with executive delays (aged 3.25–6.58 years, M = 4.47, SD = 0.95; 17 boys). Teachers completed the Executive Function & Occupational Routines–Early Childhood (EFORTS-EC) and the Behavior Rating Inventory of Executive Function–Preschool Version (BRIEF-P) questionnaires at three intervals: Pre-intervention, post-intervention, and follow-up (6–8 wk apart). Results: Teachers’ feasibility questionnaire showed consistent weekly use of the program’s principles, with high acceptance, fidelity and implementation. Pre-to-post intervention comparison showed significant improvement in children’s ability to manage their routines, but not in their general executive functions. Conclusion: POET-T appears scalable and feasible in boosting children’s executive control in daily routines that take place in the educational setting. Further research is needed to determine its effectiveness.