The Pictorial Interview of Children's Metacognition and Executive Functions (PIC-ME): Cultural Adaptation for Ultra-Orthodox Jewish Populations.
Anat Golos, Jennifer R Budman, Ayala Shterenshus and 1 others
PMID 37089457WHAT IT FOUND
Occupational therapists reported avoiding the PIC-ME tool for ultra-Orthodox children because the pictures did not match their lives.
Adapting the images to include specific dress codes and religious activities helped typically developing children in this group understand the test items.
Key findings
01More than half of the participating occupational therapists avoided using the original PIC-ME tool with ultra-Orthodox children because they felt it was culturally incompatible.
02After adapting the pictures to reflect ultra-Orthodox customs, such as specific clothing and religious activities, 89% of typically developing children in the target age group confirmed the pictures matched the written statements.
03Younger children (aged 5–7) were less likely than older children (aged 8–10) to connect the pictures to the written statements, often describing the image as a story without referencing the text.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
The study assessed face validity using only typically developing children, not the children with ADHD who are the primary users of the tool. The sample of children was small (n=20) and recruited via convenience sampling from a single urban setting. The adaptation focused only on the child report; the parent version of the PIC-ME was not culturally adapted or tested in this study. Younger children were asked to describe what they saw without the statements being read to them first, which may have influenced their responses compared to older children who could read.
Declared interests
No specific funding or conflict of interest statements were provided in the text.
The easy way to misread this
Do not assume the adapted tool is psychometrically valid for diagnosing or assessing executive function deficits in children with ADHD. The study only tested face validity (comprehension) in typically developing children; it did not prove the tool accurately measures executive function challenges in the target clinical population.