Examination of the Perceived Efficacy and Goal Setting System (PEGS) with children with disabilities, their parents, and teachers.
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 grade...
| Publicado en: | American Journal of Occupational Therapy Vol. 60; no. 2; pp. 204 - 215 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Occupational Therapy Association
Mar/Apr2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106332708&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106332708 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02729490 44I jtl: American Journal of Occupational Therapy issn: 02729490 maglogo: N pubinfo: dt: Mar/Apr2006 vid: 60 iid: 2 pid: 6680 pub: American Occupational Therapy Association place: North Bethesda, Maryland artinfo: ui: 106332708 106332708 85999432 2009139396 10.5014/ajot.60.2.204 NLM16596924 106332708 ppf: 204 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Examination of the Perceived Efficacy and Goal Setting System (PEGS) with children with disabilities, their parents, and teachers. aug: au: Missiuna C Pollock N Law M Walter S Cavey N affil: Associate Professor, McMaster University and Investigator CanChild, Centre for Childhood Disability Research, Instite for Applied Health Sciences, 1400 Main Street West, Room 414, Hamilton, Ontario, Canada L8S 1C7; missiuna@mcmaster.ca sug: subj: Children with Disabilities Goal-Setting In Infancy and Childhood Pediatric Occupational Therapy Self-Efficacy In Infancy and Childhood Task Performance and Analysis In Infancy and Childhood Adult Child Cross Sectional Studies Descriptive Statistics Exploratory Research Female Funding Source kappa Statistic Male P-Value Parents Questionnaires Self Report Teachers Human Adult: 19-44 years Child: 6-12 years Female Male ab: 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.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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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