Une version franco-canadienne de la <i>Physiotherapy Evidence Database (PEDro) Scale</i> : L'Échelle PEDro

Brosseau, Lucie; Laroche, Chantal; Sutton, Anne F.; Guitard, Paulette; King, Judy; Poitras, Stéphane; Casimiro, Lynn; Tremblay, Manon; Cardinal, Dominique; Cavallo, Sabrina; Laferrière, Lucie; Grisé, Isabelle; Marshall, Lisa; Smith, Jacky R.; Lagacé, Josée; Pharand, Denyse; Galipeau, Roseline; Toupin‐April, Karine; Loew, Laurianne; Demers, Catrine; Sauvé-Schenk, Katrine; Paquet, Nicole; Savard, Jacinthe; Tourigny, Jocelyne; Vaillancourt, Véronique

doi:10.3138/ptc.2014-37f

Cited by 20 publications

(13 citation statements)

References 22 publications

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“…The first two authors independently assessed the method quality for the relevant studies using the French–Canadian version of the Physiotherapy Evidence Database scale (PEDro; Brosseau et al . ). This scale, developed by Moseley et al .…”

Section: Methodsmentioning

confidence: 97%

Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review

Maïano

April

2019

J intellect Disabil Res

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Background Children and adolescents with intellectual disabilities (ID) are characterised by deficits in fundamental movement skills (FMS). In youth with typical development, motor skill interventions have been recognised as an efficient means to improve FMS. However, the effects of these interventions among youth with ID have not yet been systematically reviewed. Purpose The purpose of the present systematic review was to summarise the findings from studies pertaining to the effects of motor skill interventions designed to improve FMS in children and adolescents with ID. Method A systematic literature search (without year restriction) was performed in 12 databases. Studies in press or published in English in a peer‐reviewed journal were included if: (1) participants were youth with ID aged 5 to 22; (2) motor skill interventions aimed to improve one or several FMS; and (3) they were experimental, quasi‐experimental or pre‐experimental. The Physiotherapy Evidence Database scale was used to assess the quality of the studies. Results Through the search strategy, 1083 articles were identified, and 14 studies published between 1969 and 2018 met the inclusion criteria. In studies with children, motor skill interventions successfully improved balance skills and overall FMS, whereas mixed and inconclusive results were found for locomotor skills. In studies with adolescents, motor skill interventions were shown to successfully improve balance skills. However, none of the motor skill interventions reviewed focused on locomotor and object control skills. Conclusions The reviewed motor skill interventions were effective in improving balance skills in both children and adolescents with ID as well as overall FMS in children with ID. Conversely, the effects of motor skill interventions targeting locomotor and object control skills remain unclear. Therefore, given the relatively small number of studies and their limitations, the present findings need to be interpreted with caution, and further rigorous studies are necessary.

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Section: Methodsmentioning

confidence: 97%

Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review

Maïano

April

2019

J intellect Disabil Res

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“…The first two authors (CM, OH) independently assessed the methods' quality of relevant studies using the French-Canadian version of the Physiotherapy Evidence Database scale. 20,21 This scale comprises 11 items measuring the following criteria: 22 (1) specification of the eligibility criteria for participation; (2) random allocation of participants; (3) concealed allocation; (4) similarity between groups in relevant variables at pre-test; (5) blinding of participants; (6) blinding of the investigators administering the program; (7) blinding of the assessors measuring the dependent variables; (8) proportion of participants having at least one dependent variable measured; (9) compliance of participants with the intervention; (10) statistical comparisons between groups; and (11) point measures and measures of variability provided for at least one dependent variable. A score of 1 was awarded each time a criterion was satisfied, and a total score was obtained by summing up the results obtained from items 2 to 11.…”

Section: Quality Assessment Of the Reviewed Studiesmentioning

confidence: 99%

Exercise interventions to improve balance for young people with intellectual disabilities: a systematic review and meta‐analysis

Maïano

Morin

Lepage

et al. 2018

Develop Med Child Neuro

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Exercise intervention results in large and significant improvements in static and dynamic balance in young people with intellectual disabilities. Exercise intervention results in a large but non-significant improvement in static-dynamic balance. Static balance improvement was significantly higher in quasi-experimental versus experimental studies. Dynamic balance improvement was significantly higher in young people with mild versus mild-moderate intellectual disability. No significant differences related to age group, balance measures, and components of exercise intervention were found.

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“…Three tables were developed to show the scientific quality presented in the articles, which was determined by consensus. Table 1 presents the articles that were evaluated with the quality assessment tool for pre-post case series without a control group (National Heart Lung and Blood Institute, 2014), Table 2 presents the randomized clinical studies evaluated with the PEDro scale (Brosseau et al, 2005), and Table 3 presents the qualitative or mixed studies evaluated with the criteria proposed by Cesario et al (2002). Among the 19 quantitative and qualitative design articles analyzed, the scientific quality was high for twelve, moderate for six, and low for only one.…”

Section: Scientific Qualitymentioning

confidence: 99%

Supporting Independence at Home of People with Autism Spectrum Disorder: Literature Review

Marcotte¹,

Grandisson²,

Piquemal³

et al. 2019

Can J Occup Ther

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Background. The integration of a life environment enabling people with autism spectrum disorder (ASD) to fully exercise their independence must be well prepared. Purpose. Review and describe interventions intended to develop the independence at home of people with ASD. Method. The PRISMA method was used to perform a systematic review based on 19 keywords, grouped under three concepts: (a) population age (adolescents and adults), (b) diagnosis (ASD), and (c) independence. Findings. Seven effective interventions were identified in the 20 selected articles: (a) video self-modeling, (b) video modeling, (c) behavioural interventions, (d) video prompting, (e) transition planning program, (f) training in the use of a cognitive aid, and (g) social skills group. Implications. The results of this review will help guide practitioners in the implementation of interventions that foster the development of independence at home of people with ASD.

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Une version franco-canadienne de la Physiotherapy Evidence Database (PEDro) Scale : L'Échelle PEDro

Abstract: The four rigorous steps of the translation process have produced a valid Canadian French version of the PEDro scale.

Cited by 20 publications

References 22 publications

Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review

Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review

Exercise interventions to improve balance for young people with intellectual disabilities: a systematic review and meta‐analysis

Supporting Independence at Home of People with Autism Spectrum Disorder: Literature Review

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