TY - JOUR
T1 - Determinants of school activity performance in children with cerebral palsy
T2 - A multidimensional approach using the ICF-CY as a framework
AU - Huang, Chien Yu
AU - Tseng, Mei Hui
AU - Chen, Kuan Lin
AU - Shieh, Jeng Yi
AU - Lu, Lu
N1 - Funding Information:
We especially appreciate physical and occupational therapists of the Department of Physical Medicine & Rehabilitation of National Taiwan University Hospital, the Ministry of Education, the Bureaus of Education of all the cities and counties, the Cerebral Palsy Association of R.O.C., all local associations and foundations of Cerebral Palsy, and the administrators and teachers of primary schools for their assistance with recruiting children. We also thank to all caregivers and children for participating in the study. The study was supported through funding awarded to Professor Mei-Hui Tseng from the National Science Council, Taiwan ( NSC 97-2410-H-002-044-MY2 ; NSC 100-2314-B-002-009 ).
PY - 2013/11
Y1 - 2013/11
N2 - This study aimed to identify the determinants of activity performance in children with cerebral palsy (CP) in school by considering factors from the entire scope of the International Classification of Functioning, Disability, and Health for Child and Youth (ICF-CY). A sample of 167 school-aged children with CP and their caregivers were recruited in the study. Activity performance in school settings was assessed with part 3 of the School Functional Assessment - Chinese version, which divides activity performance into performance of physical activities and cognitive/behavioral activities. Possible determinants were collected according to all dimensions of the ICF-CY. Multiple regression analyses showed that the determinants of performance of physical activities were receiving speech therapy in school, diplegia, having a domestic helper, and severity of gross and fine motor impairments, explaining 83% of the total variance; the determinants of performance of cognitive/behavioral activities were intellectual impairment, prosocial behavior, having an assistant in school, educational placement, severity of fine motor impairment, accounting for 73% of the total variance. Results of the study provide clinicians a holistic understanding of factors influencing school activity performance, and enable clinicians to make appropriate evaluations and interventions targeted at the determinants to enhance children's activity performance in school.
AB - This study aimed to identify the determinants of activity performance in children with cerebral palsy (CP) in school by considering factors from the entire scope of the International Classification of Functioning, Disability, and Health for Child and Youth (ICF-CY). A sample of 167 school-aged children with CP and their caregivers were recruited in the study. Activity performance in school settings was assessed with part 3 of the School Functional Assessment - Chinese version, which divides activity performance into performance of physical activities and cognitive/behavioral activities. Possible determinants were collected according to all dimensions of the ICF-CY. Multiple regression analyses showed that the determinants of performance of physical activities were receiving speech therapy in school, diplegia, having a domestic helper, and severity of gross and fine motor impairments, explaining 83% of the total variance; the determinants of performance of cognitive/behavioral activities were intellectual impairment, prosocial behavior, having an assistant in school, educational placement, severity of fine motor impairment, accounting for 73% of the total variance. Results of the study provide clinicians a holistic understanding of factors influencing school activity performance, and enable clinicians to make appropriate evaluations and interventions targeted at the determinants to enhance children's activity performance in school.
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U2 - 10.1016/j.ridd.2013.08.022
DO - 10.1016/j.ridd.2013.08.022
M3 - Article
C2 - 24036483
AN - SCOPUS:84884133472
SN - 0891-4222
VL - 34
SP - 4025
EP - 4033
JO - Research in Developmental Disabilities
JF - Research in Developmental Disabilities
IS - 11
ER -