Changes in Overall Participation Profile of Youth with Physical Disabilities Following the PREP Intervention

Colin Hoehne, Brittany Baranski, Louiza Benmohammed, Liam Bienstock, Nathan Menezes, Noah Margolese and Dana Anaby
Additional contact information
Colin Hoehne: Health Sciences Centre, Winnipeg, MB R3A 1R9, Canada
Brittany Baranski: School of Physical & Occupational Therapy, McGill University, Montreal, QC H3G 1Y5, Canada
Louiza Benmohammed: CIUSSS du Nord-de-l’Île-de-Montréal, Montreal, QC H4K 1B3, Canada
Liam Bienstock: School of Physical & Occupational Therapy, McGill University, Montreal, QC H3G 1Y5, Canada
Nathan Menezes: School of Physical & Occupational Therapy, McGill University, Montreal, QC H3G 1Y5, Canada
Noah Margolese: School of Physical & Occupational Therapy, McGill University, Montreal, QC H3G 1Y5, Canada
Dana Anaby: School of Physical & Occupational Therapy, McGill University, Montreal, QC H3G 1Y5, Canada

IJERPH, 2020, vol. 17, issue 11, 1-18

Abstract: The Pathways and Resources for Engagement and Participation (PREP), an environmental-based intervention, is effective in improving the participation of youth with disabilities in specific targeted activities; however, its potential impact on overall participation beyond these activities is unknown. This study examined the differences in participation levels and environmental barriers and supports following the 12-week PREP intervention. Existing data on participation patterns and environmental barriers and supports, measured by the Participation and Environment Measure for Children and Youth, pre-and post-PREP intervention, were statistically analyzed across 20 youth aged 12 to 18 (mean = 14.4, standard deviation (SD) = 1.82) with physical disabilities in three settings: home, school and community. Effect sizes were calculated using Cohen’s d . Following PREP, youth participated significantly less often at home ( d = 2.21; 95% Confidence Interval (CI) [1.79, 2.96]), more often ( d = 0.57; 95% CI [−0.79, −0.14]) and in more diverse activities ( d = 0.51; 95% CI [−1.99, −0.51]) in the community. At school, significantly greater participation was observed in special school roles (t = −2.46. p = 0.024). Involvement and desire for change remained relatively stable across all settings. A substantial increase in community environmental supports was observed ( d = 0.67), with significantly more parents reporting availability of, and access to information as a support (χ 2 = 4.28, p = 0.038). Findings lend further support to the effectiveness of environmental-based interventions, involving real-life experiences.

Keywords: social participation; adolescence; intervention (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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