Article

PURPOSE: To identify best practice in children's seating assessment in the UK and
Ireland. METHOD: The researchers observed six children's seating assessments
performed by four therapists at three regional centres, to capture routine
seating assessment practice. Observed assessment components were recorded on an
83-item checklist derived from existing published literature, and supported by
video-recording. A Delphi technique obtained opinions on best practice seating
assessment from seven expert therapists using three rounds of questionnaires.
Themes were rated by respondents on 'importance', 'desirability' and
'feasibility'. Consensus of 70% was sought on all rated sub-themes. RESULTS:
Observation: two assessment items (problem identification and prescription) were
observed on every occasion.
All other items occurred zero to five times.
Standardised assessment methods were not observed. Delphi: themes identified were
'assessment process', 'assessment approach' and 'broader issues'. Consensus was
reached on importance and desirability of 'assessment process' and 'assessment
approach' sub-themes. CONCLUSIONS: Variation in seating assessment practice
occurred between regions, yet there was agreement on theoretical best practice
components. This may reflect the complexity of seating assessment in reality. The need for, and benefits of, a consistent approach was clearly identified. Future
research should be directed toward developing a best practice assessment tool,
which links assessment findings to appropriate seating solutions.

Langue : ANGLAIS