Participation restriction of children with cerebral palsy living in Thailand and influential factors: A cross-sectional study

IF 1.1 4区医学 Q4 CLINICAL NEUROLOGY

Developmental Neurorehabilitation Pub Date : 2022-02-28 DOI:10.1080/17518423.2022.2047121

T. Ploypetch, C. Buasuk, K. Pajareya

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引用次数: 1

Abstract

ABSTRACT Objective To explore participation in daily activities of children with cerebral palsy(CP) in Thailand and influential factors. Methods A convenience sample of family-caregivers of 80 children with CP, 6–18 year-old, completed self-administered questionnaires (i.e., frequency of participation, Gross Motor Function Classification System-Family Report) during clinic visits at a university hospital. Results Family-caregivers reported that more than one-third of the children never participated in outdoor activities. The gap in the frequency of participation between groups with high versus low motor function was very high. Better gross motor and communication were strong predictors of participation. Caregiver’s education and family income were associated with participation in art/cultural, leisure and tourist activities. Conclusions Family-caregiver-report suggests that Thai-children with CP, especially those with severe impairments, have limited participation in daily activities. Increasing mobility and communication may promote the participation. Comprehensive intervention is needed to narrow the participation gap found between high and low functioning children.

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泰国脑瘫儿童参与限制及其影响因素的横断面研究

摘要目的探讨泰国脑瘫儿童日常活动的参与情况及影响因素。方法对80名6-18岁CP儿童的家庭照顾者进行方便抽样，在大学医院就诊期间完成了自我管理问卷（即参与频率、毛运动功能分类系统家庭报告）。结果家庭照顾者报告说，超过三分之一的儿童从未参加过户外活动。高运动功能组与低运动功能组之间的参与频率差距很大。更好的总体运动和沟通是参与的有力预测因素。看护人的教育程度和家庭收入与参与艺术/文化、休闲和旅游活动有关。结论家庭照顾者报告表明，泰国CP儿童，尤其是严重残疾儿童，日常活动参与有限。增加流动性和沟通可能会促进参与。需要进行全面干预，以缩小高功能儿童和低功能儿童之间的参与差距。

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.