Article

PURPOSE: To explore parents' views of the activities and participation of
children with cerebral palsy (CP) with a range of communicative abilities and the
factors (personal and environmental) that influenced these. METHODS: Thirteen
parents of children with CP aged 4-9 years participated in semi-structured
individual interviews. Interviews were recorded, transcribed and analysed
thematically. Identified codes and themes were mapped to the domains of the
International Classification of Functioning, Disability and Health - Children and
Youth Version (ICF-CY). RESULTS: Parents' responses reflected all ICF-CY domains
comprising activity, participation and environmental factors. Codes were
primarily mapped to the domains learning and applying knowledge, communication,
mobility and interpersonal interactions and relationships. Key barriers
identified included aspects of parents' own interactions with their child (e.g.
not offering choices), unfamiliar people and settings, negative attitudes of
others and children's frustration. Facilitators included support received from
the child's family and school, being amongst children, having a familiar routine
and the child's positive disposition. CONCLUSIONS: Despite the barriers
experienced, children participated in a range of activities. Parents placed
importance on communication and its influence on children's independence,
behaviour and relationships. Barriers and facilitators identified highlight
aspects of the environment that could be modified through intervention to enhance
communication and participation. IMPLICATIONS FOR REHABILITATION: Children's
activities and participation were largely related to early learning tasks (e.g.
literacy), communication, mobility and interactions. Intervention aimed at
improving activities and participation may address the various child, impairment,
social and environment factors identified here as impacting on activities and
participation (e.g. the child's personal characteristics, communication and
physical impairments, the support and attitudes of others and the familiarity of
the environment). Therapists will need to consider (and manage) the potential
negative impact communication deficits may have on children's behaviour,
independence and social skills which may in turn detrimentally impact on activity
and participation.

Langue : ANGLAIS