Comparison of Priority Occupational Performance of Children with Cerebral Palsy from the Perspective of Children, Parents, and Occupational Therapists in Isfahan in 2021
Bibliographic record
Abstract
Background: Cerebral palsy (CP) is a non-progressive complication of the developing brain that leads to movement problems and occupational performance limitations in the activities of daily living of children with CP. Therefore, getting a sense conception of the children, parents, and occupational therapists’ occupational performance priority to providing client-centered services in performing the activities of daily living of children with CP is extremely important. Objectives: This study aimed to determine the priorities of occupational performance from the perspective of children with CP, parents, and occupational therapists and compare their priorities with each other. Methods: This descriptive-analytical comparative study was conducted in Isfahan in 2021. The research population included 115 CP children aged 6 - 12 years, their parents, and occupational therapists in the occupational therapy department of rehabilitation clinics, rehabilitation centers, and occupational therapy department of hospitals in Isfahan city. Occupational performance priorities of children with CP, their parents, and occupational therapists were assessed through the valid and reliable Canadian occupational performance measurement (COPM). Results: In this research, 115 children with CP, their parents, and occupational therapists participated. Comparison of occupational performance priorities of children with CP from the perspective of children, parents, and occupational therapists showed that the most important occupational performance priority of children with CP from the perspective of these three groups is the same and related to self-care activities and includes activities, such as walking, going up and down the stairs, toileting, and going to the bathroom (P < 0.05). Conclusions: Children with CP, their parents, and occupational therapists reported occupational performance priorities in similar performance dimensions in the age groups of 6 to 12 years for children with CP, which are mainly focused on self-care activities. The attention of occupational therapists to the priorities of children and parents can increase their participation in the rehabilitation process of these children.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".