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Iosifidou E, Varsamis P. Goal Contents, State Empathy and Instructional Goals in a Physical Disability Vignette. HEALTH COMMUNICATION 2024; 39:717-728. [PMID: 36823037 DOI: 10.1080/10410236.2023.2181679] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Setting and recommending instructional goals represents an important communication process in educational and health domains, which are intersected in many cases. However, little is known about the antecedents of instructional goals. The aim of the present study was to examine how the contents of participants' personal goals in life (i.e. goal contents) and state empathy during message processing affected the processes of prioritizing instructional goals in the case of an adolescent who presented physical disability and impaired cognitive functioning, as presented in a video vignette. Health and care practitioners who were members of the educational system, in-service teachers and university students of disciplines related to health, rehabilitation or education, participated in a cross-sectional study. The findings showed that the participants proposed instructional goals according to their current goal contents and state empathy. In particular, state empathy demonstrated both main effects and mediations in influencing intrinsic instructional goals. However, state empathy, in fact its associative component, influenced an extrinsic goal domain as well. Interpretations of this phenomenon are presented, and the limitations of some tools are demonstrated. In addition, suggestions are put forward regarding implications and future research for a proximal causation of the instructional goals.
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Affiliation(s)
- Eleni Iosifidou
- Department of Educational and Social Policy, University of Macedonia
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Styczen LM, Helseth S, Groven KS, Hauge MI, Dahl-Michelsen T. Interprofessional collaboration for children with physical disabilities: a scoping review. J Interprof Care 2024:1-17. [PMID: 38339970 DOI: 10.1080/13561820.2023.2295922] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Accepted: 12/12/2023] [Indexed: 02/12/2024]
Abstract
Interprofessional collaboration is vital in the context of service delivery for children with physical disabilities. Despite the established importance of interprofessional collaboration and an increasing focus on research on this topic, there is no overview of the research. A scoping review was conducted to explore current knowledge on interprofessional collaboration for children with physical disabilities from the point of view of the actors involved. The steps of this review included identifying a research question, developing a protocol, identifying relevant research, selecting studies, summarizing and analyzing the data, and reporting and discussing the results. Through databases and studies from hand-searches, 4,688 records were screened. A total of 29 studies were included. We found that four themes: communication, knowledge, roles, and culture in interprofessional collaboration illustrate current knowledge on the topic. Interprofessional collaboration for children with physical disabilities is shown to be composed of these four themes, depending on the actors involved. Interprofessional collaboration is affected by how these four themes appear; they mainly act as barriers and, to a lesser extent, as facilitators for interprofessional collaboration. Whether and how the themes appear as facilitators need further exploration to support innovation of interprofessional collaboration.
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Affiliation(s)
- Line Myrdal Styczen
- Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
| | - Sølvi Helseth
- Department of Nursing and Health Promotion, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
| | - Karen Synne Groven
- Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
| | - Mona-Iren Hauge
- Faculty of Social Studies, VID Specialised University, Oslo, Norway
| | - Tone Dahl-Michelsen
- Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
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Maciá-Andreu MJ, Vaquero-Cristóbal R, Meroño L, Abenza-Cano L, García-Roca JA, Cánovas-Álvarez FJ, Díaz-Aroca A, Capranica L, Stanescu M, Pereira A, Doupona M, Mendes F, Figueiredo A, Isidori E, Sánchez-Pato A, Leiva-Arcas A. Self-perception of dual career barriers and athletic identity in student-athletes with disabilities according to disability type and level of professionalization. Sci Rep 2023; 13:20531. [PMID: 37993589 PMCID: PMC10665373 DOI: 10.1038/s41598-023-47881-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Accepted: 11/20/2023] [Indexed: 11/24/2023] Open
Abstract
The objective of this study was to analyze the perceived barriers to dual career success and athletic identity of student-athletes according to disability type and level of professionalization. The final sample consisted of 203 student-athletes with disabilities from five European countries. The questionnaires used were ESTPORT, EBBS and AIMS. Depending on disability type, it was found that student-athletes with hearing and physical impairment showed the highest difficulty in reconciling sports and studies (p = 0.001); that student-athletes with a hearing impairment showed the highest score in the barrier 'the cost of education is high' (p = 0.023); that student-athletes with a physical impairment had the highest scores in the barrier 'Exercise tires me' (p = 0.013); that student-athletes with cerebral palsy showed the highest scores in the barrier 'I do not have enough university/educational institution support' (p = 0.014) and 'Exercise facilities do not have convenient timetables for me' (p = 0.001). Depending on sports professionalization level, semi-professional student-athletes showed the highest values in the barrier 'the university/educational institution is far from my training center' (p = 0.040); while professional student-athletes had the highest score in the barrier 'exercise takes too much time from family responsibilities' (p = 0.034). In most of the variables related to identity as athletes, professional student-athletes showed the highest values, followed by semi-professional athletes (p = 0.043- < 0.001). In conclusion, the self-perception of barriers is quite relevant, with differences arising from disability type and level of professionalization, whereas the identity as an athlete is only different according to the level of professionalization.
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Affiliation(s)
- M J Maciá-Andreu
- Facultad de Deporte, Universidad Católica San Antonio de Murcia, 30107, Murcia, Spain
| | - R Vaquero-Cristóbal
- Departament of Physical Activity and Sport Sciences, Faculty of Sport Sciences, University of Murcia, 30720, San Javier, Spain.
| | - L Meroño
- Facultad de Deporte, Universidad Católica San Antonio de Murcia, 30107, Murcia, Spain
- Centre for Olympic Studies, Universidad Católica San Antonio de Murcia, 30107, Murcia, Spain
| | - L Abenza-Cano
- Facultad de Deporte, Universidad Católica San Antonio de Murcia, 30107, Murcia, Spain
- Centre for Olympic Studies, Universidad Católica San Antonio de Murcia, 30107, Murcia, Spain
| | - J A García-Roca
- Facultad de Deporte, Universidad Católica San Antonio de Murcia, 30107, Murcia, Spain
- Centre for Olympic Studies, Universidad Católica San Antonio de Murcia, 30107, Murcia, Spain
| | - F J Cánovas-Álvarez
- Facultad de Deporte, Universidad Católica San Antonio de Murcia, 30107, Murcia, Spain
- Centre for Olympic Studies, Universidad Católica San Antonio de Murcia, 30107, Murcia, Spain
| | - A Díaz-Aroca
- Facultad de Deporte, Universidad Católica San Antonio de Murcia, 30107, Murcia, Spain
| | - L Capranica
- European Athlete as Student Network, Ghaxaq, 1025, Malta
- Department of Movement, Human and Health Sciences, Università Degli Studi di Roma Foro Italico, 00135, Rome, Italy
| | - M Stanescu
- National University of Physical Education and Sport of Bucharest, 060057, Bucharest, Romania
| | - A Pereira
- Department of Sport Sciences and Motricity, Polytechnic Institute of Viseu, 3504-510, Viseu, Portugal
| | - M Doupona
- European Athlete as Student Network, Ghaxaq, 1025, Malta
- University of Ljubljana, 1000, Ljubljana, Slovenia
| | - F Mendes
- Department of Sport Sciences and Motricity, Polytechnic Institute of Viseu, 3504-510, Viseu, Portugal
| | - A Figueiredo
- Department of Sport Sciences and Motricity, Polytechnic Institute of Viseu, 3504-510, Viseu, Portugal
| | - E Isidori
- Department of Movement, Human and Health Sciences, Università Degli Studi di Roma Foro Italico, 00135, Rome, Italy
| | - A Sánchez-Pato
- Facultad de Ciencias de la Salud, Universidad Internacional de la Rioja, 26006, Logroño, Spain
| | - A Leiva-Arcas
- Facultad de Deporte, Universidad Católica San Antonio de Murcia, 30107, Murcia, Spain
- Centre for Olympic Studies, Universidad Católica San Antonio de Murcia, 30107, Murcia, Spain
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Pedersen SV, Wiingreen R, Hansen BM, Greisen G, Larsen ML, Hoei-Hansen CE. Children in Denmark with cerebral palsy rarely complete elementary school. Dev Med Child Neurol 2023; 65:1387-1394. [PMID: 36974362 DOI: 10.1111/dmcn.15589] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/24/2022] [Revised: 01/13/2023] [Accepted: 03/01/2023] [Indexed: 03/29/2023]
Abstract
AIM To investigate how children with cerebral palsy (CP) perform in the Danish school system and which factors are associated with school performance. METHOD This was a population-based cohort study including 463 126 children born from 1997 to 2003. Data were extracted from seven national registries. The study encompassed 818 children with CP (483 [59.0%] males, 335 [41.0%] females) and 417 731 without CP (214 535 [51.4%] males, 203 196 [48.6%] females). We evaluated two primary outcomes: not completing 10 years of elementary school, defined as attending fewer than eight final mandatory exams; and grade point averages (GPAs). Mann-Whitney U tests were used to analyse differences in GPAs and logistic regressions were used to calculate odds ratios (ORs). RESULTS Among children with and without CP, 62.6% and 12.4% did not complete elementary school respectively (OR = 11.85 [10.28-13.66]). Additionally, children with CP who attended all final exams achieved lower overall GPAs than children without CP (6.6 vs 7.3, p = 0.001). In children with CP, comorbidities, maternal education, severity of motor impairments, and intellectual deficits were associated with increased odds of not completing elementary school. Notably, one-third of children with CP with apparent normal intelligence did not complete school, despite special educational measures. INTERPRETATION Danish children with CP rarely complete elementary school despite initiatives for a more supportive educational system. The complexity of individual needs in children with CP may be challenging for an inclusive school environment. WHAT THIS PAPER ADDS Children with cerebral palsy (CP) have a high risk of not completing elementary school. Children with CP achieve lower overall grades than children without CP. Motor impairment, comorbidities, and maternal education are associated with poor school performance. Intellectual impairment is the most important predictor of poor school performance.
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Affiliation(s)
- Signe V Pedersen
- Department of Pediatrics and Adolescent Medicine, Copenhagen University Hospital-Rigshospitalet, Copenhagen, Denmark
| | - Rikke Wiingreen
- Department of Clinical Medicine, University of Copenhagen, Copenhagen, Denmark
- Department of Pediatrics and Adolescent Medicine, Copenhagen University Hospital-North Zealand, Hilleroed, Denmark
- Department of Neonatology, Copenhagen University Hospital-Rigshospitalet, Copenhagen, Denmark
| | - Bo M Hansen
- Department of Pediatrics and Adolescent Medicine, Copenhagen University Hospital-North Zealand, Hilleroed, Denmark
| | - Gorm Greisen
- Department of Clinical Medicine, University of Copenhagen, Copenhagen, Denmark
- Department of Neonatology, Copenhagen University Hospital-Rigshospitalet, Copenhagen, Denmark
| | - Mads L Larsen
- Department of Pediatrics and Adolescent Medicine, Copenhagen University Hospital-Rigshospitalet, Copenhagen, Denmark
- Department of Clinical Medicine, University of Copenhagen, Copenhagen, Denmark
| | - Christina E Hoei-Hansen
- Department of Pediatrics and Adolescent Medicine, Copenhagen University Hospital-Rigshospitalet, Copenhagen, Denmark
- Department of Clinical Medicine, University of Copenhagen, Copenhagen, Denmark
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Roldán-Pérez P, San Miguel-Pagola M, Doménech-García V, Bellosta-López P, Buesa-Estéllez A. Identification of the needs of children with neurodisability and their families at different stages of development: A qualitative study protocol. PLoS One 2023; 18:e0291148. [PMID: 37682853 PMCID: PMC10490905 DOI: 10.1371/journal.pone.0291148] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Accepted: 08/23/2023] [Indexed: 09/10/2023] Open
Abstract
BACKGROUND Within the field of childhood neurodisability, the tendency in the study of needs has been to categorize them based on ability (motor, verbal, cognitive). However, current perspectives such as F-words, family-centered practices, or the principles of family empowerment, lead the researcher to ask: What are these needs according to the stage of development? METHODS AND ANALYSIS A descriptive qualitative study will be carried out. Several methods will be followed to ensure the reliability and validity of the results, and the Standards for Reporting Qualitative Research and the Consolidated criteria for reporting qualitative research checklists will also be used to guide the project. Data collection is sought from three main sources: Focus groups (detection of needs), a survey to collect sociodemographic and clinical data necessary to obtain an overview of the context of the participants, and a survey to find out the level of satisfaction with this initiative. DISCUSSION The results expected to be obtained after this study will respond to the main needs of families with childhood neurodisability, based on age groups and covering the whole territory of the Spanish population. Thanks to these detected needs, it will be possible to design future lines of work to improve the design of family-centered practices and increase the empowerment of families. The intention is to detect needs by stage of development, which can be categorized within the F-words framework, showing families and professionals a clear picture of the needs of this population.
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Affiliation(s)
| | | | | | - Pablo Bellosta-López
- Universidad San Jorge, Campus Universitario, Villanueva de Gállego, Zaragoza, Spain
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Africa LE, Human A, Tshabalala MD. Participation patterns of children with cerebral palsy: A caregiver's perspective. Afr J Disabil 2023; 12:1058. [PMID: 36756463 PMCID: PMC9900282 DOI: 10.4102/ajod.v12i0.1058] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2022] [Accepted: 10/10/2022] [Indexed: 02/04/2023] Open
Abstract
Background Participation in activities of daily living (ADL), education, leisure and play in children living with cerebral palsy (CP) may be affected by various factors, as outlined in the International Classification of Functioning, Disability and Health Framework (ICF). The aim of this study was to describe the participation patterns of a group of these children. Objectives This study aimed to describe participation patterns in ADL, education, leisure and play activities of children living with CP in Modimolle. Method An exploratory-descriptive qualitative (EDQ) study design was used. A researcher-constructed bio-demographic data sheet and a semi-structured interview schedule were used to collect data from the primary caregivers of children (5-17 years) living with CP in Modimolle. Interviews were transcribed verbatim, translated from Sepedi to English and analysed using the content analysis approach and NVivo software. Results The findings of this study indicated that children living with CP in Modimolle require set-up and assistance to participate in various ADL such as self-care, family and community activities. They also participate in formal and informal educational programmes as well as active and passive leisure and play activities. However, at the moment, they have limited opportunities to participate because of resource constraints and inaccessible infrastructure. Conclusion Although children with CP in Modimolle perform some ADL, and participate in educational, leisure and play activities, they are not fully integrated into their community. Legislative support and policy implementation are required to improve participation and integration of children living with CP. Further studies on community-specific integrative strategies to enhance participation among children living with disabilities are recommended. Contribution This paper provides valuable information on the participation patterns of children with CP living in a rural area of South Africa. The findings can assist with development and implementation of community-specific, integrative health and social care strategies to enhance participation among children living with disabilities.
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Affiliation(s)
- Lethabo E. Africa
- Department of Physiotherapy, Faculty of Healthcare Sciences, Sefako Makgatho Healthcare Sciences University, Pretoria, South Africa
| | - Anri Human
- Department of Physiotherapy, Faculty of Healthcare Sciences, Sefako Makgatho Healthcare Sciences University, Pretoria, South Africa,Department of Physiotherapy, Faculty of Health Sciences, University of Pretoria, Pretoria, South Africa
| | - Muziwakhe D. Tshabalala
- Department of Physiotherapy, Faculty of Healthcare Sciences, Sefako Makgatho Healthcare Sciences University, Pretoria, South Africa
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Noritz G, Davidson L, Steingass K. Providing a Primary Care Medical Home for Children and Youth With Cerebral Palsy. Pediatrics 2022; 150:e2022060055. [PMID: 36404756 DOI: 10.1542/peds.2022-060055] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Cerebral palsy (CP) is the most common motor disorder of childhood, with prevalence estimates ranging from 1.5 to 4 in 1000 live births. This clinical report seeks to provide primary care physicians with guidance to detect children with CP; collaborate with specialists in treating the patient; manage associated medical, developmental, and behavioral problems; and provide general medical care to their patients with CP.
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Affiliation(s)
- Garey Noritz
- Nationwide Children's Hospital, The Ohio State University, Columbus, Ohio; and
| | - Lynn Davidson
- The Children's Hospital at Montefiore, Albert Einstein College of Medicine, Bronx, New York
| | - Katherine Steingass
- Nationwide Children's Hospital, The Ohio State University, Columbus, Ohio; and
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Bruno N, Richardson A, Kauffeldt KD, Tomasone JR, Arbour-Nicitopoulos K, Latimer-Cheung AE. Exploring experiential elements, strategies and outcomes of quality participation for children with intellectual and developmental disabilities: A systematic scoping review. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2022; 35:691-718. [PMID: 35174582 DOI: 10.1111/jar.12982] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Revised: 12/22/2021] [Accepted: 01/03/2022] [Indexed: 11/29/2022]
Abstract
OBJECTIVE Quality participation, defined as satisfying and enjoyable involvement, is one of the most valued life outcomes for children with intellectual and developmental disabilities. To broaden understandings of quality participation, our review explored participation experiences of children with intellectual and developmental disabilities. METHOD Utilising an established systematic scoping review methodology, data were collected using three search tools (peer-reviewed databases, grey literature databases and Google). Inclusion criteria required that children with intellectual and developmental disabilities and/or their proxies provided descriptions of quality participation experiences in any life domain. RESULTS A total of 35 articles met the inclusion criteria. Quality participation strategies (30 total) and outcomes (8 total) were categorised according to six experiential elements (autonomy, belongingness, challenge, engagement, mastery and meaning). CONCLUSION Findings provide novel insight for building quality experiences across current and future participation initiatives.
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Affiliation(s)
- Natasha Bruno
- School of Kinesiology and Health Studies, Queen's University, Kingston, Ontario, Canada
| | - Alanna Richardson
- School of Kinesiology and Health Studies, Queen's University, Kingston, Ontario, Canada
| | - Kaitlyn D Kauffeldt
- School of Kinesiology and Health Studies, Queen's University, Kingston, Ontario, Canada
| | - Jennifer R Tomasone
- School of Kinesiology and Health Studies, Queen's University, Kingston, Ontario, Canada
| | - Kelly Arbour-Nicitopoulos
- Faculty of Kinesiology and Physical Education, Mental Health and Physical Activity Research Centre, University of Toronto, Toronto, Ontario, Canada
| | - Amy E Latimer-Cheung
- School of Kinesiology and Health Studies, Queen's University, Kingston, Ontario, Canada
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Jarl J, Alriksson‐Schmidt A. School outcomes of adolescents with cerebral palsy in Sweden. Dev Med Child Neurol 2021; 63:429-435. [PMID: 33325036 PMCID: PMC7986710 DOI: 10.1111/dmcn.14769] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/10/2020] [Indexed: 12/01/2022]
Abstract
AIM To study school outcomes of adolescents with cerebral palsy (CP) compared with a matched comparison group from the general population, and to observe to what extent sociodemographic and disability-specific factors are associated with school outcomes. METHOD This was a register study of persons with CP in Sweden, born between 1990 and 1999, with a matched comparison group. Logistic regressions were used to estimate the associations between CP and disability-specific factors and school outcomes (receiving final grades, grade scores, fulfilling the requirements for progressing to secondary school/university, and attending secondary school). RESULTS Children with CP had substantially lower school achievement compared with a general population sample. Much of the difference can be attributed to intellectual disability; however, CP remained strongly negatively associated with school outcomes. Ability to communicate in an effective manner explained most of the variation in children with CP, whereas motor function played a smaller role. INTERPRETATION The results suggest that school achievements might be improved if the communication barrier could be reduced, for example by ascertaining access to appropriate communication devices and by educators being aware that communicative difficulties do not necessarily imply intellectual disability. This might enhance the school experience and create an environment where children with CP can reach their full potential. WHAT THIS STUDY ADDS There are reduced educational outcomes associated with cerebral palsy. Negative outcomes are mainly driven by reduced communicative and intellectual ability. Gross motor function is associated with outcomes, but plays a smaller part.
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Affiliation(s)
- Johan Jarl
- Department of Clinical Sciences MalmöHealth Economics UnitLund UniversityLundSweden
| | - Ann Alriksson‐Schmidt
- Department of Clinical Sciences LundOrthopedicsSkåne University HospitalLund UniversityLundSweden
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Smethurst G, Bourke-Taylor HM, Cotter C, Beauchamp F. Controlled choice, not choice and control: Families' reflections after one year using the National Disability Insurance Scheme. Aust Occup Ther J 2020; 68:205-216. [PMID: 33372302 DOI: 10.1111/1440-1630.12715] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2020] [Revised: 11/22/2020] [Accepted: 12/12/2020] [Indexed: 11/30/2022]
Abstract
INTRODUCTION At least 40 percent of children with cerebral palsy and their families rely on access to allied health services, assistive technology, and require funding and expertise to achieve skills and participate in daily life. Implementation of the National Disability Insurance Scheme (NDIS) has resulted in a shift to public funding and emphasis on choice and control of services, support and assistive technology to promote social and economic participation. Families of children with cerebral palsy are invested in scheme success and their subjective experiences require consideration if the NDIS is to meet participation targets. OBJECTIVE The aim of this research was to explore the experiences of families with a child with cerebral palsy, who have been in receipt of the NDIS for 12 months, comparisons to previous funding systems, and recommendations for the NDIS going forward. METHODS Purposive sampling was utilised within one specialised paediatric setting. All families received occupational therapy intervention for their child. A qualitative approach using semi structured interviews was employed. Braun and Clarke's six phases of thematic analysis was utilised to analyse the data and explore participants lived experiences. FINDINGS Eight (n = 8) mothers of children with cerebral palsy were interviewed. Three overarching themes were derived from the data: Equipment impacts on all areas of life; Frustration navigating the National Disability Insurance Scheme; and Gratitude, hope and suggestions. CONCLUSION Families reported challenges navigating the NDIS including administrative challenges and extensive wait times for assistive technology, as well as gratefulness for increased opportunities for support. Occupational therapists and other allied health professionals can assist by: being proactive in service delivery and advocating for the needs of individual families and children; and finding ways to increase the preparedness of the NDIS to better understand the needs of children with cerebral palsy and their families.
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Affiliation(s)
- Gabrielle Smethurst
- Occupational Therapy Department, School of Primary and Allied Health Care, Faculty of Medicine Nursing and Health Sciences, Monash University, Frankston, VIC, Australia
| | - Helen M Bourke-Taylor
- Occupational Therapy Department, School of Primary and Allied Health Care, Faculty of Medicine Nursing and Health Sciences, Monash University, Frankston, VIC, Australia
| | - Claire Cotter
- Cerebral Palsy Education Centre, Glen Waverley, VIC, Australia
| | - Fiona Beauchamp
- Cerebral Palsy Education Centre, Glen Waverley, VIC, Australia
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I Want to Play: Children With Cerebral Palsy Talk About Their Experiences on Barriers and Facilitators to Participation in Leisure Activities. Pediatr Phys Ther 2020; 32:190-200. [PMID: 32604358 DOI: 10.1097/pep.0000000000000719] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
PURPOSE To explore how children with cerebral palsy (CP) experience participation in leisure activities and to describe the environmental barriers and facilitators. METHODS Sixteen children with cerebral palsy aged 7 to 17 years participated in 3 focus groups. Data were analyzed thematically by 3 researchers on the basis of the International Classification of Functioning, Disability and Health. RESULTS A total of 38 International Classification of Functioning, Disability and Health categories were identified (4 linked to Body functions; 2 linked to Body structures; 8 linked to Activities & Participation, and 24 to Environmental factors: 10 facilitators and 14 barriers). The most mentioned categories were Voluntary movement control functions, Functions related to gait pattern, Structure of upper arm, Recreation and leisure, Nuclear family and finally, and Individual attitudes of acquaintances. CONCLUSIONS The main barriers identified by children with cerebral palsy highlight aspects of the physical, social, and attitudinal environment that could be modified to enhance participation in leisure activities.
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Muñoz-Blanco E, Merino-Andrés J, Aguilar-Soto B, García YC, Puente-Villalba M, Pérez-Corrales J, Güeita-Rodríguez J. Influence of Aquatic Therapy in Children and Youth with Cerebral Palsy: A Qualitative Case Study in a Special Education School. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17103690. [PMID: 32456241 PMCID: PMC7277651 DOI: 10.3390/ijerph17103690] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Revised: 05/16/2020] [Accepted: 05/20/2020] [Indexed: 12/12/2022]
Abstract
Cerebral palsy results in the progressive loss of motor functions, with a negative impact on daily activities and participation. Despite the well described benefits of aquatic therapy in children, little is known about the effects of the same in school settings. This study aimed to describe the experience of children and youth with cerebral palsy participating in an aquatic therapy program within a special education school considering their educational and therapeutic perspectives. A qualitative descriptive case study with embedded units was developed, comprising 27 participants. This study employed purposeful sampling to include children and youth with cerebral palsy from the Asociación Ayuda a la Paralisis Cerebral (APACE) special education school, together with their parents, the special education teachers, and health care professionals. Data were collected via non-participant observation, semi-structured and informal interviews, focus groups, and researcher field notes. A thematic analysis was conducted, revealing the following themes: (a) the connection with the environment; (b) postural improvements and mobility; (c) the opportunity to perform tasks; (d) learning and transfer. A motivating environment leads to physical, cognitive and social benefits, both at school and in the home. Aquatic therapy was viewed as a means for learning and participation. These findings may enhance understanding regarding the potential benefits of implementing multidisciplinary aquatic therapy programs in specialist school settings.
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Affiliation(s)
- Elisa Muñoz-Blanco
- Department of Physical Therapy, Faculty of Medicine, CEU-San Pablo University, 28003 Madrid, Spain;
- Research and Science Committee of Worldwide Aquatic Bodywork Association (WABA), 6802 Monteceneri, Switzerland
| | - Javier Merino-Andrés
- Faculty of Physical Therapy and Nursing, Universidad de Castilla La Mancha, 45071 Toledo, Spain;
- PedPT Research Lab, Grupo de Investigación de Fisioterapia en Toledo (GIFTO), 45071 Toledo, Spain
| | | | | | | | - Jorge Pérez-Corrales
- Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Rey Juan Carlos University, Alcorcón, 28922 Madrid, Spain;
- Research Group of Humanities and Qualitative Research in Health Science, Rey Juan Carlos University (Hum&QRinHS), Alcorcón, 28922 Madrid, Spain
| | - Javier Güeita-Rodríguez
- Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Rey Juan Carlos University, Alcorcón, 28922 Madrid, Spain;
- Research Group of Humanities and Qualitative Research in Health Science, Rey Juan Carlos University (Hum&QRinHS), Alcorcón, 28922 Madrid, Spain
- Correspondence: ; Tel.: +34-4888600
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Makris T, Dorstyn D, Crettenden A. Quality of life in children and adolescents with cerebral palsy: a systematic review with meta-analysis. Disabil Rehabil 2019; 43:299-308. [PMID: 31180733 DOI: 10.1080/09638288.2019.1623852] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
BACKGROUND Cerebral palsy has been linked to decreased quality of life. However use of self- versus proxy-perspectives and norm-sample comparisons to examine quality of life impact may produce different results. AIMS To compare quality of life ratings in children and adolescents with cerebral palsy relative to typically developing peers in consideration of sample and methodological moderators on estimated effects. METHODS Eleven independent studies, comprising a pooled sample of 1475 families living with cerebral palsy and 42119 peers, were identified. Study reporting quality was evaluated with the QualSyst tool and standardised mean group differences (Hedges' g) with associated confidence intervals and p values calculated. Heterogeneity was examined using a random effects model. RESULTS All studies provided good to excellent methodological and statistical detail. Physical quality of life was significantly impaired among those with cerebral palsy (g range: -0.42 to -1.58). However, inconsistent findings were noted in relation to the effect of cerebral palsy on psychological (g range: 0.04 to -0.80) and social quality of life (g range: -0.80 to -0.51), depending on the measurement used. There was a trend for parents to evaluate their child's physical quality of life lower than child-reported scores. CONCLUSIONS Physical quality of life is, invariably, more affected in those with cerebral palsy. The connection between cerebral palsy and psychosocial quality of life is less clear. Noted parent-child discrepancies highlight the value of a multi-informant approach to child quality of life assessment. Implications for rehabilitation Quality of life is an important health-related outcome in cerebral palsy research and practice. Collecting both self-report and proxy data can help to highlight quality of life issues that are salient to the parent and to the child or adolescent with cerebral palsy. Selection of the appropriate quality of life instrument depends on the assessment purpose, with available measures varying in their focus on functionality, subjectivity and illness-specific items. Quality of life assessment of children with cerebral palsy should extend beyond functional abilities to include less obvious, but critical, psychological and social issues.
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Affiliation(s)
- Tina Makris
- Faculty of Health and Medical Sciences, School of Psychology, University of Adelaide, Adelaide, Australia
| | - Diana Dorstyn
- Faculty of Health and Medical Sciences, School of Psychology, University of Adelaide, Adelaide, Australia
| | - Angela Crettenden
- Faculty of Health and Medical Sciences, School of Psychology, University of Adelaide, Adelaide, Australia
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Beauchamp F, Bourke-Taylor H, Brown T. Therapists’ perspectives: supporting children to use switches and technology for accessing their environment, leisure, and communication. JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION 2018. [DOI: 10.1080/19411243.2018.1432443] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Fiona Beauchamp
- Occupational Therapist, Cerebral Palsy Education Centre, Glen Waverley, Australia
| | - Helen Bourke-Taylor
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine Nursing and Health Sciences, Monash University, Peninsula Campus, Frankston, Victoria, Australia
| | - Ted Brown
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine Nursing and Health Sciences, Monash University, Peninsula Campus, Frankston, Victoria, Australia
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