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

Author

Listed:
  • 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
    Centre de Recherche Interdisciplinaire en Réadaptation de Montréal Métropolitain (CRIR), Montreal, QC H3S1M9, Canada)

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.

Suggested Citation

  • Colin Hoehne & Brittany Baranski & Louiza Benmohammed & Liam Bienstock & Nathan Menezes & Noah Margolese & Dana Anaby, 2020. "Changes in Overall Participation Profile of Youth with Physical Disabilities Following the PREP Intervention," IJERPH, MDPI, vol. 17(11), pages 1-18, June.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:11:p:3990-:d:367282
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    References listed on IDEAS

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    1. Dana Anaby & Coralie Mercerat & Stephanie Tremblay, 2017. "Enhancing Youth Participation Using the PREP Intervention: Parents’ Perspectives," IJERPH, MDPI, vol. 14(9), pages 1-10, September.
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    Cited by:

    1. Anat Golos & Chani Zyger & Yael Lavie-Pitaro & Dana Anaby, 2023. "Improving Participation among Youth with Disabilities within Their Unique Socio-Cultural Context during COVID-19 Pandemic: Initial Evaluation," IJERPH, MDPI, vol. 20(5), pages 1-17, February.
    2. Arne H. Eide & Dag Ofstad & Marit Støylen & Emil Hansen & Marikken Høiseth, 2022. "Participation and Inclusion of Children and Youth with Disabilities in Local Communities," IJERPH, MDPI, vol. 19(19), pages 1-15, September.

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