Acceptability of a Multimodal Telerehabilitation Intervention for Children Ages 3-8 Years with Motor Difficulties: Results of a Qualitative Study.

IF 1.1 4区医学 Q4 CLINICAL NEUROLOGY

Developmental Neurorehabilitation Pub Date : 2023-07-01 DOI:10.1080/17518423.2023.2233020

Rosalie Dostie, Isabelle Gaboury, Nathalie Trottier, Karen Hurtubise, Chantal Camden

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引用次数: 0

Abstract

Purpose: The purpose of this study is to explore the acceptability of a telerehabilitation intervention provided to parents of children with motor difficulties.

Material and methods: Sixteen parents of children were purposefully recruited to participate in semi-structured interviews aimed at assessing the acceptability of the telerehabilitation intervention. Interviews were analyzed thematically.

Results: All participants described evolving acceptability associated with their interactions with the web platform. The opportunities generated, suitability in relation to families' values and perceived effects positively impacted acceptability. The understanding and consistency of intervention delivery, the child's level of involvement, the associated parental burden of the intervention and the therapeutic alliances created also affected acceptability.

Conclusion: Our study findings support the acceptability of a telerehabilitation intervention for families of children with motor difficulties. Telerehabilitation seems to be more acceptable to families with children without suspected or confirmed diagnoses.

查看原文本刊更多论文

多模式远程康复干预对3-8岁运动障碍儿童的可接受性:一项定性研究的结果。

目的:本研究的目的是探讨运动困难儿童家长对远程康复干预的接受程度。材料和方法:有目的地招募16名儿童家长参加半结构化访谈，旨在评估远程康复干预的可接受性。访谈按主题进行分析。结果:所有参与者都描述了与他们与网络平台的互动相关的可接受性的演变。所产生的机会、与家庭价值观的适宜性和可感知的影响对可接受性产生了积极的影响。干预交付的理解和一致性、儿童的参与程度、与干预相关的父母负担以及所建立的治疗联盟也会影响可接受性。结论:我们的研究结果支持运动困难儿童家庭远程康复干预的可接受性。远程康复似乎对没有疑似或确诊的孩子的家庭更容易接受。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Neurorehabilitation CLINICAL NEUROLOGY-PEDIATRICS

CiteScore

3.10

自引率

0.00%

发文量

审稿时长

6-12 weeks

期刊介绍： Developmental Neurorehabilitation aims to enhance recovery, rehabilitation and education of people with brain injury, neurological disorders, and other developmental, physical and intellectual disabilities. Although there is an emphasis on childhood, developmental disability can be considered from a lifespan perspective. This perspective acknowledges that development occurs throughout a person’s life and thus a range of impairments or diseases can cause a disability that can affect development at any stage of life.