The Pictorial Interview of Children’s Metacognition and Executive Functions (PIC-ME): Cultural Adaptation for Ultra-Orthodox Jewish Populations

Table 1

Summary of themes, explanations, and examples as reported by participants in stages I and II of the study.

Theme	Explanation	Changes and adaptations (examples)
Characters	Adaptation of the characters (name, appearance, and clothing style)	(i) Renaming the girl (from Daniel to Dina); (ii) Changing the appearance of educational staff; (iii) Adding modest clothing for girls and women (long skirts and shirts and adding a headdress for women); (iv) Adding a beard for men and yarmulkas for boys and men
Environments	Adapting home environment (use of suitable objects)	(i) Omitting TV and computer; (ii) Adding a library
	Adapting outside environment	(i) Changing the playing environment; (ii) Changing the leisure environment from a mall to a street; (iii) Replacement of a zoo with an amusement park
Occupations (activities)	Adding occupations related to typical religious customs and rituals	(i) Omitting unacceptable activities (playing on PlayStation, watching TV, and using a computer) and replacing them with activities such as reading a book or a newspaper; (ii) Presenting separate activities for boys and girls (e.g., adding activities such as football game, building a camp and campfire; omitting activity of complete homework for the boys’ version; bringing photocopied pages to class for the girls’ version); (iii) A statement was added regarding the need to delay a response during Kiddush (a blessing recited over wine or grape juice to sanctify the Shabbat and Jewish holidays), by remaining silent and waiting in line for the ritual washing of hands before eating bread; (iv) Adding a statement that addresses the need for persistence while studying; (v) Changing play with a sword to play with a plane; (vi) Replacement dog feeding activity with bird feeding