ABSTRACT

Objective : This study aimed at examining the difference in cognitive distortion, depression, and school functionbetween children with a disability and children without a disability during their school-age years. In addition, aninvestigation into the effect of cognitive distortion and depression on the school function in school-age childrenwas conducted. Methods : From grades 2 through 6, 40 children with a disability and 50 children without a disability were selected. Every participant filled in a Children’s Depression Inventory (CDI) and Children’s Negative Cognitive ErrorQuestionnaire (CNCEQ), which were evaluated based on the School Function Assessment (SFA) by their teachersor therapists. The collected data were analyzed using SPSS18.0. Results : A statistical difference was found for CNCEQ, CDI, and SFA between children with a disability and thosewithout a disability. Academic achievement, which is a subarea of CNCEQ, was the factor affecting school-agechildren’s SFA, and explained 23.2% of the SFA changes. Conclusion : The results indicate that the children with a disability were more depressed, more negativelydistorted, and less functional in school than the children without a disability. Therefore, to deal with negativeclients, occupational therapists need to apply a psychological approach to their services.