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| Name | Class |
|---|---|
| Food and Health Bureau, Hong Kong | OTHER_GOV |
| University of Otago | OTHER |
| National Cheng Kung University | OTHER |
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Participation in community activities allows children to meet friends, learns new skills, fosters independence, and paves the foundation for lifelong health. High rates of community participation restriction have been reported in children with developmental disabilities who are aged six years or below, a critical developmental period.
Occupational Performance Coaching (OPC), grounded in self-determination theory, is aimed to facilitate children's participation in life situations through coaching parents. Studies have shown that OPC is effective to promote children's activity participation. However, there have been limited randomized controlled trials demonstrating the efficacy of OPC, especially with the specific focus on children's community participation.
The investigators propose to evaluate the feasibility and acceptability of conducting a pilot randomized controlled trial of OPC for parents of preschool children with developmental disabilities in Hong Kong, and to test its initial efficacy on promoting children's community participation.
Parent coaching emerges as a preferred approach for enhancing performance and participation of children with developmental disabilities (DD), but limited clinical trials examine its effects on community participation. Thus, this study aims to evaluate whether parent coaching, specifically using Occupational Performance Coaching (OPC), enhances community participation among young children with DD.
Young children with DD will be recruited from preschool-rehabilitation services offered by three non-governmental organisations in Hong Kong. Ethics approval has been obtained from the Human Subjects Ethics Sub-committee at The Hong Kong Polytechnic University.
A two-arm parallel, double-blind design will be adopted for the study. Fifty parents of young children with DD will be randomly assigned to the intervention group (i.e., OPC) or the active control group (i.e., parents' consultation). Four assessment points will be scheduled throughout the study: 5-6 weeks before intervention (Time 0), 1-2 weeks before intervention (Time 1), 1-2 weeks after intervention (Time 2), and 8-9 weeks after the intervention (Time 3). Randomisation allocation will be completed at Time 1. Participants and independent outcome assessors will not be informed about the groupings.
Each parent will receive a maximum of eight coaching sessions or consultations. The primary outcome will be children's community participation as assessed through parent-report measures at baseline, pre-intervention, post-intervention, and an 8-week follow-up. Children in both groups will continue to receive their usual care, which may include services such as occupational therapy, physiotherapy, and speech therapy on a weekly/monthly basis, depending on their individual needs.
Independent t-test and chi-square statistics will be used to test for between-group baseline differences. To evaluate the effect of OPC on each outcome measure, repeated-measures analysis of covariance (ANCOVA) by controlling for baseline values per outcome will be used. Post-hoc analyses will be performed when the main effects were significant. Statistical significance is set at p < 0.05. Estimates of effect sizes with 95% confidence intervals will be calculated for each outcome measure.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Parent coaching | Experimental | The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour. |
|
| Parent consultation | Active Comparator | The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour. |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Occupational Performance coaching | Behavioral | The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement. |
| Measure | Description | Time Frame |
|---|---|---|
| Change in Participation-related Goal Performance and Satisfaction | Performance and satisfaction scores (1-10) of the Canadian Occupational Performance Measure (COPM). Higher scores mean a better outcome. | T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the intervention |
| Change in Children's Community Participation Frequency and Involvement | Frequency scores (0-7) and involvement scores (1-5) of the community section of the Young Children's Participation and Environment Measure (YC-PEM). Higher scores mean a better outcome. | T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the intervention |
| Measure | Description | Time Frame |
|---|---|---|
| Change in Parenting Efficacy and Satisfaction | Efficacy scores (7-42) and satisfaction scores (9-56) of the Parenting Sense of Competence Scale (PSOC). Higher scores mean a better outcome. | T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the intervention |
| Measure | Description | Time Frame |
|---|---|---|
| Stability in Children's Daily Activity and Social/Cognitive Function | Scaled scores (0-100) of the daily activity and social/cognitive domains of the Pediatric Evaluation of Disability Inventory computer-adaptive tests (PEDI-CAT). Higher scores mean a better outcome. | T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the intervention |
Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Chi-Wen Chien | The Hong Kong Polytechnic University | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Hong Kong Christian Service | Kowloon | Hong Kong | ||||
| Heep Hong Society |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 34805034 | Derived | Chien CW, Lai YYC, Lin CY, Graham F. Occupational Performance Coaching With Parents to Promote Community Participation of Young Children With Developmental Disabilities: Protocol for a Feasibility and Pilot Randomized Control Trial. Front Pediatr. 2021 Nov 5;9:720885. doi: 10.3389/fped.2021.720885. eCollection 2021. |
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Out of the 61 parents who underwent eligibility screening, five did not meet inclusion criteria and six declined to participate. The 50 parents and their children (i,e., 50 dyads) were finally enrolled in this study.
Young children with DD were recruited from preschool-rehabilitation services offered by three non-governmental organisations. Two-hundred-and-thirty-six invitations were distributed to interested parents, 61 who were interested for research participation and were then screened, and 50 whose children met the eligible criteria participated in the RCT.
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| ID | Title | Description |
|---|---|---|
| FG000 | Parent Coaching | The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour. Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement. |
| FG001 | Parent Consultation | The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour. Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed. |
| Title | Milestones | Reasons Not Completed | ||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Overall Study |
|
|
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| ID | Title | Description |
|---|---|---|
| BG000 | Parent Coaching | Parents received OPC |
| BG001 | Parent Consultation | Parents received consultation |
| Units | Counts |
|---|---|
| Participants |
|
| Title | Description | Population Description | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Denominator Units Selected | Denominators | Classes |
|---|---|---|---|---|---|---|---|---|---|
| Age, Categorical | Count of Participants |
| Type | Title | Description | Population Description | Reporting Status | Anticipated Posting Date | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Time Frame | Units Analyzed | Denominator Units Selected | Arm/Group Information | Denominators | Classes | Analyses | |||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Primary | Change in Participation-related Goal Performance and Satisfaction | Performance and satisfaction scores (1-10) of the Canadian Occupational Performance Measure (COPM). Higher scores mean a better outcome. | Posted | Mean | Standard Deviation | score on a scale | T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the intervention |
|
Adverse event data were collected usually during the intervention period; that is, 4 months.
Both parents and children were monitored/assessed in this study.
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| ID | Title | Description | Deaths (Affected) | Deaths (At Risk) | Serious Events (Affected) | Serious Events (At Risk) | Other Events (Affected) | Other Events (At Risk) |
|---|---|---|---|---|---|---|---|---|
| EG000 | Parent Coaching - Parent Participants | The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour. Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement. |
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The COVID-19 pandemic posed significant challenges, impacting the intervention delivery and outcomes across all measures. The study's sample size was small and also excluded children with physical impairments. Two therapists fell short of achieving the stipulated 80% coaching fidelity in their initial cases and were not assigned further cases. Convenience sampling was used for participant recruitment, and families who chose to participate might have higher motivation.
| Title | Organization | Phone | Extension | |
|---|---|---|---|---|
| Dr. Chi-Wen Chien, Associate Professor | The Hong Kong Polytechnic University | +85227666703 | will.chien@polyu.edu.hk |
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| Type | Includes Protocol | Includes SAP | Includes ICF | Document Label | Document Date | Document Uploaded Date | Document File Name |
|---|---|---|---|---|---|---|---|
| Prot_SAP | Yes | Yes | No | Study Protocol and Statistical Analysis Plan | Jul 22, 2020 | Aug 14, 2024 | Prot_SAP_000.pdf |
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| ID | Term |
|---|---|
| D002658 | Developmental Disabilities |
| ID | Term |
|---|---|
| D065886 | Neurodevelopmental Disorders |
| D001523 | Mental Disorders |
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|
|
| Parent consultation | Behavioral | The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed. |
|
| Change in Parents' Negative Emotional States |
The scores (0-42 for each subscale) of the Depression, Anxiety and Stress Scale-21 (DASS-21). Higher scores mean a worse outcome. |
| T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the intervention |
| Change in Children's Psychosocial Health | Psychosocial health score (0-100) of the KINDL questionnaire. Higher scores mean a better outcome. | T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the intervention |
| Stability in Perceived Impact of Environmental Support on Children's Community Participation | Perceived environmental support scores (0-100) of the community section of the Young Children's Participation and Environment Measure. Higher scores mean a better outcome. | T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the intervention |
| Level of Therapeutic Alliance During Coaching Session | Total scores (0-40) of the Session Rating Scale (SRS). Higher average scores mean a better outcome. | Immediate after each of the coaching sessions during the intervention period |
| Level of Perceptions of Health Care Practitioners' Autonomy Support | Total scores (1-7) of the Health Care Climate Questionnaire (HCCQ). Higher scores mean a better outcome. | T1=1-2 weeks before intervention; T2=1-2 weeks after intervention |
| Level of Parents' Global Impression on the Improvement of Their Child's Community Participation | The item score (1-7) of the Patient Global Impression of Change. Higher scores mean a worse outcome. | T2=1-2 weeks after intervention |
| Number of Participants Recruited | The percentage of eligible families agreeing to participate in the study | T0=5-6 weeks before intervention |
| Retention Rate of Participants Who Complete the Trial | The percentage of participants who complete the trial (i.e., all assessments) | T3=8-9 weeks after the intervention |
| Adherence Rate of Participants Who Attend the Coaching Sessions | The percentage of coaching sessions attended by parents who are randomized to the intervention group | T2=1-2 weeks after intervention |
| Blinding Success | The percentage of parents who guess treatment allocation correctly after the study | T2=1-2 weeks after intervention |
| Fidelity of Coaches Who Conduct the Occupational Performance Coaching | Percentage score of the Occupational Performance Coaching Fidelity Measure. This measure consists of 18 items across five domains: relationship, goal, reflection, analysis and action, client response, and distinguishing. Each item is rated on a three-point Likert scale (1 = low and 3 = high). The percentage score can be calculated by dividing the total score by the possible maximum score. Higher percentage scores indicate higher fidelity, and the cut-off of sufficient fidelity of coaching per session is set at 80%. | T2=1-2 weeks after intervention |
| Kwun Tong |
| Hong Kong |
| SAHK | North Point | Hong Kong |
| BG002 |
| Total |
Total of all reporting groups |
| Participants |
|
| Age, Continuous | Children | The analysis was conducted separately for children and parents. | Mean | Standard Deviation | years |
|
| Sex: Female, Male | Children | The analysis was conducted separately for children and parents. | Count of Participants | Participants |
|
| Race and Ethnicity Not Collected | Race and Ethnicity were not collected from any participant. | Count of Participants | Participants |
|
| Region of Enrollment | Number | participants |
|
| Community-related goal performance for children | The Canadian Occupational Performance Measure (COPM) measures parents' perceptions of children's participation in specific community activities. Parents are prompted to rate their child's performance on a 10-point Likert scale (1 = not good at all and 10 = optimal performance). Average scores (1-10) can be generated, and high scores indicate greater children's participation performance. | This measure was collected for child performance related to the community-related goal. There were no results from parents' performance. | Mean | Standard Deviation | units on a scale |
|
| Community-related goal satisfaction for parents | The Canadian Occupational Performance Measure (COPM) measures parents' perceptions of children's participation in specific community activities. Parents are prompted to rate their satisfaction with the current status on a 10-point Likert scale (1 = not satisfied at all and 10 = optimal satisfaction). Average scores (1-10) can be generated, and high scores indicate greater parents' satisfaction. | This measure was collected for parents' satisfaction on the community-related goal for their children. There were no results from children's satisfaction. | Mean | Standard Deviation | units on a scale |
|
| Community participation frequency for children | The Young Children's Participation and Environment Measure (YC-PEM) capture children's overall community participation patterns. It has a community section that includes 11 participation items and parents are asked to rate how often their child has participated in the past four months using an 8-point Likert scale (0 = never and 7 = once or more each day). Average scores (0-7) can be generated, and high scores indicate greater children's participation frequency. | This measure collected only the frequency of children's participation in community activities. No data were collected for parents. | Mean | Standard Deviation | units on a scale |
|
| Community participation involvement for children | The Young Children's Participation and Environment Measure (YC-PEM) capture children's overall community participation patterns. It has a community section that includes 11 participation items and parents are asked to rate how involved the child is during participation using a 5-point Likert scale (1 = not very involved and 5 = very involved). Average scores (1-5) can be generated, and high scores indicate greater children's participation involvement. | This measure collected only children's participation involvement in community activities. No data were collected for parents. | Mean | Standard Deviation | units on a scale |
|
| OG001 | Parent Consultation | The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour. Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed. |
|
|
|
| Primary | Change in Children's Community Participation Frequency and Involvement | Frequency scores (0-7) and involvement scores (1-5) of the community section of the Young Children's Participation and Environment Measure (YC-PEM). Higher scores mean a better outcome. | Posted | Mean | Standard Deviation | score on a scale | T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the intervention |
|
|
|
|
| Secondary | Change in Parenting Efficacy and Satisfaction | Efficacy scores (7-42) and satisfaction scores (9-56) of the Parenting Sense of Competence Scale (PSOC). Higher scores mean a better outcome. | Posted | Mean | Standard Deviation | score on a scale | T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the intervention |
|
|
|
|
| Secondary | Change in Parents' Negative Emotional States | The scores (0-42 for each subscale) of the Depression, Anxiety and Stress Scale-21 (DASS-21). Higher scores mean a worse outcome. | Posted | Mean | Standard Deviation | score on a scale | T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the intervention |
|
|
|
|
| Secondary | Change in Children's Psychosocial Health | Psychosocial health score (0-100) of the KINDL questionnaire. Higher scores mean a better outcome. | Posted | Mean | Standard Deviation | score on a scale | T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the intervention |
|
|
|
|
| Other Pre-specified | Stability in Children's Daily Activity and Social/Cognitive Function | Scaled scores (0-100) of the daily activity and social/cognitive domains of the Pediatric Evaluation of Disability Inventory computer-adaptive tests (PEDI-CAT). Higher scores mean a better outcome. | Posted | Mean | Standard Deviation | score on a scale | T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the intervention |
|
|
|
|
| Other Pre-specified | Stability in Perceived Impact of Environmental Support on Children's Community Participation | Perceived environmental support scores (0-100) of the community section of the Young Children's Participation and Environment Measure. Higher scores mean a better outcome. | Posted | Mean | Standard Deviation | score on a scale | T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the intervention |
|
|
|
|
| Other Pre-specified | Level of Therapeutic Alliance During Coaching Session | Total scores (0-40) of the Session Rating Scale (SRS). Higher average scores mean a better outcome. | Posted | Mean | Standard Deviation | score on a scale | Immediate after each of the coaching sessions during the intervention period |
|
|
|
|
| Other Pre-specified | Level of Perceptions of Health Care Practitioners' Autonomy Support | Total scores (1-7) of the Health Care Climate Questionnaire (HCCQ). Higher scores mean a better outcome. | Posted | Mean | Standard Deviation | score on a scale | T1=1-2 weeks before intervention; T2=1-2 weeks after intervention |
|
|
|
|
| Other Pre-specified | Level of Parents' Global Impression on the Improvement of Their Child's Community Participation | The item score (1-7) of the Patient Global Impression of Change. Higher scores mean a worse outcome. | Posted | Count of Participants | Participants | T2=1-2 weeks after intervention |
|
|
|
|
| Other Pre-specified | Number of Participants Recruited | The percentage of eligible families agreeing to participate in the study | Posted | Count of Participants | Participants | T0=5-6 weeks before intervention |
|
|
|
| Other Pre-specified | Retention Rate of Participants Who Complete the Trial | The percentage of participants who complete the trial (i.e., all assessments) | Posted | Count of Participants | Participants | T3=8-9 weeks after the intervention |
|
|
|
| Other Pre-specified | Adherence Rate of Participants Who Attend the Coaching Sessions | The percentage of coaching sessions attended by parents who are randomized to the intervention group | Posted | Count of Units | Number of sessions | T2=1-2 weeks after intervention | Number of sessions | Number of sessions |
|
|
|
| Other Pre-specified | Blinding Success | The percentage of parents who guess treatment allocation correctly after the study | Posted | Count of Participants | Participants | T2=1-2 weeks after intervention |
|
|
|
| Other Pre-specified | Fidelity of Coaches Who Conduct the Occupational Performance Coaching | Percentage score of the Occupational Performance Coaching Fidelity Measure. This measure consists of 18 items across five domains: relationship, goal, reflection, analysis and action, client response, and distinguishing. Each item is rated on a three-point Likert scale (1 = low and 3 = high). The percentage score can be calculated by dividing the total score by the possible maximum score. Higher percentage scores indicate higher fidelity, and the cut-off of sufficient fidelity of coaching per session is set at 80%. | Posted | Count of Participants | Participants | T2=1-2 weeks after intervention |
|
|
|
| 0 |
| 25 |
| 0 |
| 25 |
| 0 |
| 25 |
| EG001 | Parent Coaching - Children Participants | The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour. Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement. | 0 | 25 | 0 | 25 | 0 | 25 |
| EG002 | Parent Consultation - Parent Participants | The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour. Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed. | 0 | 25 | 0 | 25 | 0 | 25 |
| EG003 | Parent Consultation - Children Participants | The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour. Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed. | 0 | 25 | 0 | 25 | 0 | 25 |
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| Male |
|
| Community frequency at T2 |
|
| Community frequency at T3 |
|
| Community involvement at T0 |
|
| Community involvement at T1 |
|
| Community involvement at T2 |
|
| Community involvement at T3 |
|
| Parenting efficacy at T2 |
|
| Parenting efficacy at T3 |
|
| Parenting satisfaction at T0 |
|
| Parenting satisfaction at T1 |
|
| Parenting satisfaction at T2 |
|
| Parenting satisfaction at T3 |
|
| Depression at T2 |
|
| Depression at T3 |
|
| Anxiety at Time 0 |
|
| Anxiety at T1 |
|
| Anxiety at T2 |
|
| Anxiety at T3 |
|
| Stress at T0 |
|
| Stress at T1 |
|
| Stress at T2 |
|
| Stress at T3 |
|
| Psychological health at T2 |
|
| Psychological health at T3 |
|
| Daily activity at T2 |
|
| Daily activity at T3 |
|
| Social/cognitive function at T0 |
|
| Social/cognitive function at T1 |
|
| Social/cognitive function at T2 |
|
| Social/cognitive function at T3 |
|
| Environmental support at T2 |
|
| Environmental support at T3 |
|
| A little improved |
|
| No change |
|
| A little deterioration |
|
| Much deterioration |
|
| Very much deterioration |
|