Psychometric Properties of Turkish Version of Perceived Efficacy and Goal-Setting System.

Objective: to evaluate the test–retest reliability of children's perceptions of their own competence in performing daily tasks and of their choice of goals for intervention using the Swedish version of the Perceived Efficacy and Goal Setting System (PEGS). A second aim was to evaluate agreement between children's and parents' perceptions of the child's competence and choices of intervention goals. Methods: Forty-four children with disabilities and their parents completed the Swedish version of the PEGS. Thirty-six of the children completed a retest session allocated into one of two groups: (A) for evaluation of perceived competence and (B) for evaluation of choice of goals. Cohen's kappa, weighted kappa and absolute agreement were calculated. Results: Test–retest reliability for children's perceived competence showed good agreement for the dichotomized scale of competent/non-competent performance; however, using the four-point scale the agreement varied. The children's own goals were relatively stable over time; 78% had an absolute agreement ranging from 50% to 100%. There was poor agreement between the children's and their parents' ratings. Goals identified by the children differed from those identified by their parents, with 48% of the children having no goals identical to those chosen by their parents. These results indicate that the Swedish version of the PEGS produces reliable outcomes comparable to the original version.

The Perceived Efficacy and Goal Setting System (PEGS) is an instrument and a process that enables children with disabilities to reflect on their ability to perform everyday occupations and to identify goals for occupational therapy intervention. In this study, 117 children with disabilities in grades 1-3 completed the PEGS with occupational therapists who work in school settings. Children from 6-9 years of age with a variety of disabilities were able to self-report perceptions of their effectiveness performing 24 activities that would be expected of them each day. Parents and teachers, who completed a parallel questionnaire, rated their abilities lower than the children did. The School Function Assessment, a measure of the amount and type of support required for school participation, had low correlations with the Parent and Teacher PEGS questionnaires and did not correlate with the Child PEGS. No differences in perceived efficacy were found for children across grades or gender; however, differences were found across types of disabilities. Children were able to use the perceived efficacy information to identify and prioritize goals for intervention and these goals remained stable 2 weeks later. Occupational therapists can use the PEGS within a client-centered practice to help the child set goals for therapy and to incorporate explicitly the perspectives of parents and teachers.

Objective: To translate, adapt, and evaluate the applicability of the Perceived Efficacy and Goal Setting System (PEGS) for use in Sweden. Method: Based on guidelines for cross-cultural adaptation of self-reports, the study was performed in several phases involving (i) translation and back-translation, (ii) pre-testing of the translated version, (iii) development of adjusted items and, finally, (iv) field testing of the proposed Swedish version. Participants were 63 parent–child dyads recruited through convenience sampling by 19 therapists. Results: Overall, five items in the original PEGS required adaptation, and one new item was added. Using the Swedish version of the PEGS, both children and parents were able to identify individual strengths and weaknesses in the child's performance of daily tasks as well as to select goals for intervention. Conclusions: The Swedish version of the PEGS thus showed evidence of validity based on test content and was applicable for use with children enrolled in paediatric rehabilitation who had a variety of disabilities and who were between five and 12 years of age.

Occupation-based participatory assessment and treatment planning requires appropriate tools to explore clients' perceptions and priorities for their day-to-day lives. Currently, no such instrument is available in German for use with children and their proxies. This study aimed to translate and adapt the Perceived Efficacy and Goal Setting System (PEGS) for use in German-speaking regions. Translation, adaptation, and field testing of the Austrian-German PEGS version followed guidelines for cross-cultural adaptation of self-report assessments. Forty-two children, ages 5 to 10, with various health conditions, their parents, and teachers participated in this study. The Austrian-German PEGS was successfully translated and culturally adapted. Children, their parents, and teachers reported the child's competences related to the addressed items and identified goals for intervention. Participants added specific culturally relevant activities. Data can now be used to further develop the PEGS for German-speaking regions and to continue research on culturally meaningful activities for children and families.

Aim To compare children with and without neurodevelopmental disorders (NDD) in self-rated activity competence, participation, and the associations between activity competence and participation. Methods This cross-sectional study included 126 children with NDD and 115 without NDD, aged 6–12 years, who completed interviews with the Perceived Efficacy and Goal Setting System (PEGS) and Picture My Participation (PmP). Independent t-tests or Mann–Whitney U tests examined group differences in the PEGS and PmP scores. Correlation and regression analyses examined associations between the PEGS and PmP scores. Results Children with NDD perceived lower physical competence than children without NDD, particularly in self-care (d = 0.80) and leisure (d = 0.66). The two groups did not differ in participation. Both groups demonstrated significant correlations between perceived activity competence and attendance (r = 0.21–0.49) and involvement (r = 0.19–0.53); significantly lower correlations were observed in children with NDD than those without (d = 0.22–0.28). Perceived activity competence significantly influenced attendance (β = 0.365) and involvement (β = 0.391). Conclusions Children with NDD perceived less competency than peers without NDD. Children’s perceived activity competence is correlated bi-directionally with perceived participation. Clinicians can support competence to promote participation, or by supporting participation, the competence can be enhanced.

Introduction: The engagement in client-centered practice requires instrumentation that allows the participation of the child and family in the definition of treatment goals. Objective: The aim of the present study was to pilot a translated version of the Perceived Efficacy and Goal Setting System (PEGS) and determine its validity and reliability for clinical use with Brazilian children. Method: Eighty children six to nine years old (40 public school children and 40 private school children), as well as their caregivers and teachers, completed the PEGS. Results: The children understood the pictures and interview procedures. Caregivers and teachers reported no difficulties in understanding the questionnaires. Gender, age, and type of school had no significant influence over the children’s scores. Cultural influence on the response to two items was identified but could be resolved with extra explanation. Stability of the goals was supported and the children, caregivers, and teachers appear to share views regarding the overall abilities of the children. Conclusion: The PEGS has potential for clinical use with Brazilian children, but clinicians should be aware that some items require further instructions. The usefulness of the PEGS as a tool to promote client-centered practice among Brazilian occupational therapists should be investigated.

PC-FACS

A literature review was conducted to identify and compare the clinical utility of client-centred, individualised outcome measures for paediatric rehabilitation. Five measures were identified: the Canadian Occupational Performance Measure (COPM) (28 studies); Goal Attainment Scaling (GAS) (34 studies); Perceived Efficacy and Goal Setting System (PEGS) (2 studies); Target Complaints (TC) (1 study); and the Paediatric Activity Card Sort (PACS) (instruction manual only). The COPM and GAS have been used with children across a wide age range and variety of clinical settings. The PEGS and PACS provided young children direct involvement in the goal-setting process. Little evidence supports the use of TC in paediatrics. Clinicians need to use individualised measures in a way that facilitates the maximal participation of children and families in goal setting and outcome evaluation. Clinicians should document their own role in goal setting. The use of individualised and client-centred measures can motivate children and families and focus their attention on therapy goals.

Therapy programmes aim to provide services that are family-centred and address the specific needs of children. The Canadian Occupational Performance Measure (COPM) and the Perceived Efficacy and Goal Setting system (PEGS) are two measures that are available to assist in determining therapy priorities for children and their parents; however, the use of these measures has not been documented for children who have sustained a stroke. This project aimed to describe the functional concerns identified by children and their parents following paediatric stroke. A cross-sectional design was used. A total of 26 children were recruited from a paediatric stroke outpatient clinic, and functional concerns were identified using either the COPM or the PEGS. Children and their parents identified similar issues. Of the 26 participants, 23 (88.5%) reported ongoing functional concerns at three months or more following stroke, whereas three participants did not identify any ongoing functional concerns. Functional concerns were grouped into categories of self-care, productivity and leisure as outlined in the Canadian Model of Occupational Performance. Concerns were identified across all functional domains by both children and their parents. The COPM and PEGS provided useful information about functional issues that are important to children and their parents following paediatric stroke. Use of these client-centred measures provides an opportunity to better understand the impact of paediatric stroke on children's functional abilities, and allows greater scope for service provision and planning for this group of children.

Children with developmental coordination disorder (DCD) have a motor impairment that affects their ability to perform everyday tasks. Although severity of motor impairment can be measured, methods for assessing the perceived impact of DCD on daily activities have not been established. The purpose of this study was to use a child-focused approach to understand children's views of the impact of DCD on the activities that they perform daily. Children aged 5–10 years, referred with coordination difficulties to occupational therapists, were assessed using the Movement Assessment Battery for Children: children who received scores below the 15th percentile were included. The Perceived Efficacy and Goal Setting System (PEGS), a pictorial scale validated as a method for engaging children with disabilities, was administered to examine the children's perceptions of their competence in performing everyday activities and to identify goals for therapy. Parent and teacher concerns were collected by a questionnaire. The children, parents and teachers shared many concerns about the impact of DCD on physical tasks and on academic activities such as handwriting. The children expressed additional concerns, however, about their ability to perform daily self-care tasks and leisure activities, which were rarely recognised by the adults. Children require specialised methods to enable them to express their views and the PEGS appears to be suitable for this purpose.

This study examined the relationships between children's self-reports on their handwriting performance, their actual handwriting process and product, and wider motor-perceived self-efficacy. Twenty-one children with dysgraphia and 21 typically developing children copied a paragraph on an electronic tablet as part of a Computerized Penmanship Evaluation Tool. Handwriting product was evaluated by the Hebrew Handwriting Evaluation. Participants completed the Children's Questionnaire for Handwriting Proficiency (CHaP) and the Perceived Efficacy and Goal Setting System (PEGS). The study group's CHaP scores significantly correlated with handwriting process, product measures (rs = .46 - .59, ps = .034 - .005), and PEGS scores, all of which were significantly poorer compared with those of the control participants. Children are aware of their handwriting deficits and are able to report them. Children's reports may contribute to the identification of dysgraphia and facilitate their participation in occupational therapy intervention and in class.

One of the central tenets of client-centred occupational therapy is to enable clients to select goals to work on in therapy (Law, 1998). The process of identifying and prioritizing goals is fairly abstract, therefore occupational therapy goals for children are often prescribed by the therapist or by parents and teachers. The purpose of this study was to pilot test a measure and a process that would provide young children with the opportunity to assess their performance on daily tasks and to establish goals for occupational therapy intervention. Parents and children completed the Perceived Efficacy and Goal Setting System (PEGS), a measure of children's perception of their competence performing fine and gross motor tasks. Children 5-9 years of age were able to discriminate among tasks and to rate whether or not they were able to perform each task competently. They were also able to use this information to select and prioritize goals for intervention. While parents often rated the child's competence lower than the child did, there was a high level of agreement regarding which tasks were difficult for the child. Parents and children often did not agree about the specific selection or priority of these tasks for intervention, however, which highlights the need for further research.

Background: Children with developmental coordination disorders (DCD) express fine and gross motor problems, reduced fitness, and low self-efficacy. Yet, the relationship between these characteristics as expressed in daily environments including school, is not well understood. The aim of this study is to examine the relationships between sports activity performance as reported by the sports teacher, gross and fine motor abilities, and self-efficacy among school aged children.

Purpose. The present study evaluates the differences in motor abilities and in self-efficacy between children with hearing impairments and children with normal hearing.Method. Participants were 48 children, aged 5 – 9 years, including 22 with hearing impairments and 26 with normal hearing. Motor abilities were evaluated by the Children Activity Scales for Teachers (ChAS-T) and the Movement Assessment Battery for Children (MABC). Self-efficacy was evaluated using the Perceived Efficacy and Goal Setting System (PEGS).Results. Children with hearing impairments showed significantly lower motor abilities, according to the ChAS-T and the MABC. No significant differences were found between the groups in regard to the self-efficacy level according to most evaluated scales. Results for the study group revealed a significant correlation between the ChAS-T and the static balance score of the MABC. In both groups, significant correlations were found between motor abilities and child's age.Conclusions. While children with hearing impairments may show lower motor abilities, as expressed by the MABC and the ChAS-T, their self-efficacy is similar to that of their normal hearing peers.

Self-efficacy profile in daily activities: Children at risk and with developmental coordination disorder