“Help Me to Improve my Own Priorities!”: A Feasibility Study of an Individualized Intensive Goal Training for Adolescents with Cerebral Palsy

Abstract

Aim

To investigate the feasibility and the preliminary effects of an individualized intensive goal training for adolescents with cerebral palsy (CP).

Methods

Twelve adolescents with CP (12–17 years old, MACS II-III, GMFCS I-IV) identified functional goals to be practiced three hours/day, five days/week, for two weeks. The feasibility aspects included the participant's adherence (i.e., daily logs), the adequacy of the instruments used, and the participant’s satisfaction with the intervention (i.e., structured questionnaire). Outcome measures included the Canadian Occupational Performance Measure (COPM), Pediatric Evaluation of Disability Inventory (PEDI) (self-care; mobility), Children Helping Out: Responsibilities, Expectations and Supports (CHORES), Participation and Environment Measure-Children and Youth (PEM-CY) (home) and Box and Blocks Test (BBT). Assessments were conducted one month and two days before the intervention, immediately and three months after the intervention. Friedman tests were used to test time-related differences in the outcome measures.

Results

All adolescents completed and reported satisfaction with the proposed intervention. Significant improvements were observed in performance and satisfaction (COPM), in functional skills and caregiver assistance in self-care and in the performance of household tasks. There were no significant differences in mobility skills, independence in mobility or household tasks, home participation, or manual dexterity.

Conclusion

The intensive training was feasible and promoted improvements in functional goals and daily functioning of adolescents with CP.

Keywords:

• Adolescent
• cerebral palsy
• intervention
• goals
• daily functioning

Acknowledgments

We would like to thank adolescents and their families who participated in the study and the volunteer interventionists. We would like to thank the valuable collaboration of the therapists from Associação Mineira de Reabilitação.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by a grant from the Coordination for the Improvement of Higher Education Personnel (CAPES, Finance Code 001) and National Council for Scientific and Techonological development (CNPQ 422034/2016-9), Brazil.

Notes on contributors

Aline M. Feitosa

Aline M. Feitosa is a Doctoral Candidate from Graduate Program in Rehabilitation Sciences, at Universidade Federal de Minas Gerais, Brazil. She is an Occupational and Physical Therapist and concluded her Masters degree in Rehabilitation Sciences at Universidade Federal de Minas Gerais, Brazil, in 2019.

Marisa C. Mancini

Marisa C. Mancini is a Senior Professor from the Graduate Program in Rehabilitation Sciences, at Universidade Federal de Minas Gerais, Brazil. Her main interests include child development, assessment and interventions for children with disabilities.

Ana Paula M. Silvério

Ana Paula M. Silvério is an Occupational Therapist from Associação Mineira de Reabilitação, Brazil. She is an Occupational and Physical Therapist and concluded her Masters degree in Rehabilitation Sciences at Universidade Federal de Minas Gerais, Brazil, in 2020.

Andrew M. Gordon

Andrew M. Gordon is a Professor of Movement Sciences and the Director of the Center for Cerebral Palsy Research at Teachers College, Columbia University, NY, USA. His main interests include motor control and interventions for individuals with cerebral palsy.

Marina B. Brandão

Marina B. Brandão is an Adjunct Professor from Departament of Occupational Therapy and Graduate Program in Rehabilitation Sciences, at Universidade Federal de Minas Gerais, Brazil. Her main interests include interventions for individuals with cerebral palsy and transition to adulthood.