Background
Methods
Study design and participants
Procedure and data analysis
Identification of goals and preference scores
Identification of 10 most preferred goals (study A)
Inventory of movement components (study B)
Movement component | Definition |
---|---|
Positioning the upper extremity | Maintaining a fixed position of the shoulder, arm and/or hand in space. |
Reach | Intentional movement of the arm towards an object |
Grasp | To make a motion of seizing, snatching or clutching |
Hold | Keep an object in a fixed position in the hand without external support |
Release | To free an object from grip |
Manipulate | To skilfully control the position of an object using the fingers |
Push/Pull/Shove | To apply force against an object with the intention to move or stabilize |
Displace/Lift | Moving an object without the object being in contact with a surface in the environment |
Fixate | To stabilize an object against a surface |
Other | Other movement components not covered by the abovementioned movement components |
Results
Demographic and medical variables
Total | Per Age group | ||||
---|---|---|---|---|---|
2.5-19 years | 2.5-5 years | 6-11 years | 12-19 years | ||
Number of children
| 53 | 13 | 22 | 18 | |
Mean age (sd)
| 9 (4.5) | 4 (1.0) | 8 (2.0) | 14 (2.4) | |
Hemiparesis
|
Left
| 23 | 5 | 10 | 8 |
(Number of patients) |
Right
| 30 | 8 | 12 | 10 |
MACS
|
I.
| 20 | 5 | 7 | 8 |
(Number of children) |
II.
| 19 | 5 | 10 | 4 |
III.
| 14 | 3 | 5 | 6 | |
IV.
| 0 | 0 | 0 | 0 | |
V.
| 0 | 0 | 0 | 0 | |
GMFCS
|
I.
| 48 | 10 | 21 | 17 |
(Number of children) |
II.
| 5 | 3 | 1 | 1 |
III.
| 0 | 0 | 0 | 0 | |
IV.
| 0 | 0 | 0 | 0 | |
V.
| 0 | 0 | 0 | 0 |
Inventory of goals
Identification of 10 most preferred goals (study A)
Inventory of the movement components (study B)
Leading arm-hand | Assisting arm-hand | |||||||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Indicated as most prominent | Indicated as most prominent | |||||||||||||||||||
P | Rea | G | H | R | M | P/P/S | D | F | O | P | Rea | G | H | R | M | P/P/S | D | F | O | |
Open/Close buttons |
X
|
X
| ||||||||||||||||||
Put on/off trousers |
X
|
X
| ||||||||||||||||||
Put on/off a sweater |
X
|
X
| ||||||||||||||||||
Tie one’s shoelaces |
X
|
X
| ||||||||||||||||||
Cut meat while eating |
X
|
X
| ||||||||||||||||||
Open/Close a zipper |
X
|
X
|
X
| |||||||||||||||||
Use cutlery while eating |
X
|
X
|
X
| |||||||||||||||||
Make a ponytail |
X
|
X
| ||||||||||||||||||
Dry oneself after bathing |
X
|
X
| ||||||||||||||||||
Keep a tight grip while climbing |
X
|
X
|
X
|
X
| ||||||||||||||||
Catch a ball |
X
|
X
| ||||||||||||||||||
Type on a keyboard |
X
|
X
| ||||||||||||||||||
Hold paper while cutting the paper |
X
|
X
|
X
|
X
| ||||||||||||||||
Play tennis |
X
|
X
|
X
| |||||||||||||||||
Hold yourself while playing on the swings |
X
|
X
| ||||||||||||||||||
Play on a game computer |
X
|
X
|
X
| |||||||||||||||||
Put on socks |
X
|
X
| ||||||||||||||||||
Hold the handrail while climbing stairs |
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
X
|
X
| ||||||||
Displace a pile of plates |
X
|
X
|
X
|
X
| ||||||||||||||||
Peel potatoes |
X
|
X
|
X
| |||||||||||||||||
Put on a diving suit and diving shoes |
X
|
X
| ||||||||||||||||||
Take a shower (washing one’s armpit and back) |
X
|
X
| ||||||||||||||||||
Dress a doll |
X
|
X
|
X
|
Discussion
Main findings regarding most preferred goals
Main findings regarding the movement components of the goals
Implication for the development of the set standardized test situations
-
All movement components of arm-hand skilled performance should be covered.
-
For every movement component, an activity should be included in which that component is identified as being most prominent, ensuring that all components are represented adequately in the test set.
-
Activities should be included which are important for children with CP.