Assisting Hand Assessment and Children's Hand-Use Experience Questionnaire –Observed Versus Perceived Bimanual Performance in Children with Unilateral Cerebral Palsy

Figures & data

TABLE 1.  Characteristics of Participants

		Frequency
Characteristic	Mean (SD)	n	%
Number of participants		34
Age in years	12.1 (3.9)
Girls		16	47
Affected side right		18/16	53/47
MACS level*
I		7	21
II		23	67
III		3	9
Respondent child/parent or guardian/both		18/10/6	53/29/18
Days between AHA and CHEQ assessment	33.2 (82.4)
AHA-units	58 (14.4)

Note: MACS: Manual Ability Classification System.

*MACS level data of one participant was missing.

TABLE 2.  Descriptive Values for AHA and CHEQ (Table 2A) and Pearson Correlation Coefficients r, Coefficients of Determination R²_, and Bland–Altman Analysis (Table 2B) (n = 34)

Table 2A
Units (0–100)				Mean (Range)
AHA				58  (22–87)
CHEQ Grasp efficacy				56.6  (0–95.9)
CHEQ Time consumption				55.3  (32.8–81.0)
CHEQ Feeling bothered				62.9  (36–99.3)
Table 2B
	Pearson	Coefficient of	Mean
AHA-CHEQ	correlation	determination	difference d	95% Limits
subscale	coefficient r	R^2	(95% CI)	of agreement
AHA—Grasp efficacy	0.50	0.25	1.4  (−4.4 to 7.2)	−31.0 to 33.8
AHA—Time consumption	0.37	0.14	2.7  (−2.5 to 7.9)	−26.6 to 32.0
AHA—Feeling bothered	0.28	0.08	−4.9  (−10.9 to 1.2)	−39.1 to 29.4

Note: AHA: Assisting Hand Assessment, CHEQ: Children's Hand-Use Experience Questionnaire, CI: confidence interval, SD: standard deviation.

Figure 1.  Diagram displaying the shared variability (%) between AHA and CHEQ subscales.

Figure 2.  Bland–Altman plots with limits of agreement for AHA and CHEQ subscales (n = 34).