Changes in Overall Participation Profile of Youth with Physical Disabilities Following the PREP Intervention
Bibliographic Data
| ID | 15512263 |
|---|---|
| Authors | Colin Hoehne (Health Sciences Centre), Brittany Baranski (McGill University), Louiza Benmohammed (Centre Intégré Universitaire de Santé et de Services Sociaux du Centre-Sud-de-l'Île-de-Montréal), Liam Bienstock (McGill University), Nathan Menezes (0000-0003-2941-981X, McGill University), Noah Margolese (McGill University), Dana Anaby (0000-0003-2453-5643, Centre for Interdisciplinary Research in Rehabilitation, corresponding author) |
| Year | 2020 |
| Volume | 17 |
| Issue | 11 |
| Pages | 3990-3990 |
| Publication date | 2020-06-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Environmental Research and Public Health (JOURNAL) |
| Journal identifiers | ISSN: 1661-7827 • E-ISSN: 1660-4601 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/ijerph17113990 |
| PMID | 32512815 |
| OpenAlex | W3033893430 |
| Language | EN |
| Citations received | 4 |
| References cited | 30 |
The Pathways and Resources for Engagement and Participation (PREP), an environmental-based intervention, is effective in improving the participation of youth with disabilities in specific targeted activities; however, its potential impact on overall participation beyond these activities is unknown. This study examined the differences in participation levels and environmental barriers and supports following the 12-week PREP intervention. Existing data on participation patterns and environmental barriers and supports, measured by the Participation and Environment Measure for Children and Youth, pre-and post-PREP intervention, were statistically analyzed across 20 youth aged 12 to 18 (mean = 14.4, standard deviation (SD) = 1.82) with physical disabilities in three settings: home, school and community. Effect sizes were calculated using Cohen's d . Following PREP, youth participated significantly less often at home ( d = 2.21; 95% Confidence Interval (CI) [1.79, 2.96]), more often ( d = 0.57; 95% CI [-0.79, -0.14]) and in more diverse activities ( d = 0.51; 95% CI [-1.99, -0.51]) in the community. At school, significantly greater participation was observed in special school roles (t = -2.46. p = 0.024). Involvement and desire for change remained relatively stable across all settings. A substantial increase in community environmental supports was observed ( d = 0.67), with significantly more parents reporting availability of, and access to information as a support (χ 2 = 4.28, p = 0.038). Findings lend further support to the effectiveness of environmental-based interventions, involving real-life experiences
Confidence interval · Intervention (counseling · Psychiatry · Psychological intervention · Youth participation · Cerebral Palsy and Movement Disorders · Family and Disability Support Research · Inclusion and Disability in Education and Sport · Medicine · Psychology · Gerontology
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| Citations per year | 1 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |