Stability of leisure participation from school-age to adolescence in individuals with cerebral palsy

Participation trajectories: impact of school transitions on children and adolescents with cerebral palsy

“…King et al did not find a reduction in self‐improvement activities but did report a reduction in social activities, which is different to the participation patterns identified in the current study and that of Majnemer et al, who found that social participation was stable. Possible explanations for the differences in findings across the three studies include sociocultural differences between Canada and Australia, the length of time over which the phenomenon was studied (3y, 5y, or 9y), the frequency of assessment (63.4% of our participants having ≥3 assessments), and the differences in the samples (those with various physical disabilities; only ambulatory CP; or all levels of severity of CP reported here). With the exception of the somewhat larger slopes identified within the recreational activity domain, both King et al and the current study reported small slope values, suggesting that changes in participation, as measured by the CAPE, occur slowly.…”

“…The findings of this study are consistent with those observed previously for participation intensity in recreational and active physical activities . King et al did not find a reduction in self‐improvement activities but did report a reduction in social activities, which is different to the participation patterns identified in the current study and that of Majnemer et al, who found that social participation was stable.…”

“…To our knowledge, two previous studies have provided longitudinal data describing participation of young people with CP . Kerr et al studied participation changes over 2 years, 7 months in a population‐based cohort using the Lifestyle Assessment Questionnaire .…”

“…Although Kerr et al and Majnemer et al assessed participation over several years, they measured participation only twice. This approach only allows the description of linear change, and thus may miss other patterns of change.…”

Psychometric Properties of the Persian Version of School Function Assessment (SFA) in 6 to 12-Year-Old Children with Physical Disabilities

“…In most studies on the performance of normal and functionalized children, more attention has been paid to the cognitive and behavioral aspects. It seems that lack of a valid assessment is one of the existing gaps in assessing children's ability and physical environment and evaluating their impact on the quality of students' academic performance (6,10). Given that the number of students with different disabilities is increasing in the educational curriculum, the need for evaluation tools has also increased.…”