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Research Article  |   March 2006
Examination of the Perceived Efficacy and Goal Setting System (PEGS) With Children With Disabilities, Their Parents, and Teachers
Author Affiliations
  • Cheryl Missiuna, PhD, OT Reg. (Ont), is Associate Professor at McMaster University and Investigator, CanChild, Centre for Childhood Disability Research, Institute for Applied Health Sciences, 1400 Main Street West, Room 414, Hamilton, Ontario, Canada L8S 1C7; missiuna@mcmaster.ca
  • Nancy Pollock, MSc, OT Reg. (Ont), is Associate Clinical Professor at McMaster University and Co-Investigator, CanChild, Centre for Childhood Disability Research, Hamilton, Ontario, Canada
  • Mary Law, PhD, OT Reg. (Ont), is Professor at McMaster University and Co-Director, CanChild, Centre for Childhood Disability Research, Hamilton, Ontario, Canada
  • Stephen Walter, PhD, is Professor at McMaster University and Investigator, CanChild, Centre for Childhood Disability Research, Hamilton, Ontario, Canada
  • Nina Cavey, BScN, RN, was Project Coordinator, CanChild, Centre for Childhood Disability Research, Hamilton, Ontario, Canada
Article Information
Pediatric Evaluation and Intervention / Rehabilitation, Participation, and Disability / School-Based Practice / Children, Families, and Occupation
Research Article   |   March 2006
Examination of the Perceived Efficacy and Goal Setting System (PEGS) With Children With Disabilities, Their Parents, and Teachers
American Journal of Occupational Therapy, March/April 2006, Vol. 60, 204-214. doi:10.5014/ajot.60.2.204
American Journal of Occupational Therapy, March/April 2006, Vol. 60, 204-214. doi:10.5014/ajot.60.2.204
Abstract

The Perceived Efficacy and Goal Setting System (PEGS) is an instrument and a process that enables children with disabilities to reflect on their ability to perform everyday occupations and to identify goals for occupational therapy intervention. In this study, 117 children with disabilities in grades 1–3 completed the PEGS with occupational therapists who work in school settings. Children from 6–9 years of age with a variety of disabilities were able to self-report perceptions of their effectiveness performing 24 activities that would be expected of them each day. Parents and teachers, who completed a parallel questionnaire, rated their abilities lower than the children did. The School Function Assessment, a measure of the amount and type of support required for school participation, had low correlations with the Parent and Teacher PEGS questionnaires and did not correlate with the Child PEGS. No differences in perceived efficacy were found for children across grades or gender; however, differences were found across types of disabilities. Children were able to use the perceived efficacy information to identify and prioritize goals for intervention and these goals remained stable 2 weeks later. Occupational therapists can use the PEGS within a client-centered practice to help the child set goals for therapy and to incorporate explicitly the perspectives of parents and teachers.