Abstract

Participation in community activities contributes to child development and health-related quality of life (HRQOL), but restricted participation has been reported in children with disabilities. Occupational performance coaching (OPC) is an intervention that targets participatory goals in child performance through coaching parents, with evidence of effectiveness for pediatric populations. Little is known about the feasibility of OPC in Hong Kong, or its effect on children’s community participation and HRQOL. A mixed-methods case study design was applied to explore Hong Kong parents’ experience of OPC in relation to goal achievement, community participation, and HRQOL change in children. Four parents of young children with developmental disabilities (aged five to six years) received OPC for three to eight sessions within one to three months. Quantitative pre- and post-intervention data were analyzed descriptively. Semi-structured interviews with parents were conducted at post-intervention, and analyzed using content analysis. Results showed a trend of improvement in goal performance, child involvement in community activities, and specific aspects of HRQOL among most participants. Parents perceived undertaking OPC positively, described gaining insights and skills, and felt supported. The findings suggest that OPC warrants further investigation for use in Hong Kong, to promote children’s community participation and quality of life.

Highlights

  • The opportunity to participate and be involved in community activities is necessary for the optimal physical, emotional, and psychological development of children [1,2,3]

  • The primary aim of this study was to investigate the feasibility of Occupational performance coaching (OPC) in Hong Kong, with parents of young children with developmental disabilities (DD), to promote children’s community participation and health-related quality of life (HRQOL)

  • A mixed-methods case study design was used to examine the feasibility of applying OPC to

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Summary

Introduction

The opportunity to participate and be involved in community activities is necessary for the optimal physical, emotional, and psychological development of children [1,2,3]. Children with developmental disabilities (DD) as young as five, participate less frequently, and are less involved in community activities, compared to children with typical development [4,5,6]. While DD includes a heterogeneous group of impairments [7,8], lower community participation may, in itself, impede the development of children with DD [9,10], adversely affecting their health and quality of life [11,12]. Research that focuses on improving community participation for young children with DD is urgently needed [13,14]. A recent systematic review of community participation interventions in children and adolescents with DD [15], found 13 interventions that improved friendships, recreational participation, and quality

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