Marie-Christine Potvin, Laurie Snider, Patricia Prelock, Eva Kehayia, Sharon Wood-Dauphinee; Children’s Assessment of Participation and Enjoyment/Preference for Activities of Children: Psychometric Properties in a Population With High-Functioning Autism. Am J Occup Ther 2013;67(2):209-217. doi: 10.5014/ajot.2013.006288.
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The psychometric properties of assessments must be established for specific populations. The psychometric properties of the Children’s Assessment of Participation and Enjoyment/Preference for Activities of Children have been studied only in a sample of children with physical disability. We conducted a study to determine the appropriateness of drawing inferences from this assessment for children with high-functioning autism (HFA). The content validity and test–retest reliability (r > .7) were both found to be adequate for this population. Parents’ agreement with most of their children’s self-ratings on this assessment provided an estimate of interrater reliability. We also ascertained the feasibility of gathering recreational participation information from children with HFA and found that adaptations to facilitate the self-completion of the tool should be made available. The study findings support the use of this tool to assess recreational participation among children with HFA.
Examine whether the CAPE captured the breadth of activities in which children with HFA engage (content validity),
Estimate the test–retest reliability of the CAPE/PAC in children with HFA, and
Examine the response process of children with HFA while completing the CAPE/PAC.
Children with HFA can reliably self-report on their recreational engagement using the CAPE/PAC.
Children with HFA should be encouraged to list additional activities in which they participate because idiosyncratic activities related to a child’s own area of intense interests may not be represented in the CAPE/PAC.
Clinicians should be prepared to provide structural support and visual supports (Figure 1) to children with HFA when completing the CAPE/PAC.
When working with children with HFA and limited verbal language or attention to task, using only the parts of the CAPE/PAC that are necessary for their clinical application or breaking up the tool into small sections may be necessary.
With some children, parents should be allowed to answer the factual questions included in the tool to facilitate the completion of the CAPE/PAC in a timely manner.
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