Interrater Reliability of Activity Questionnaires After an Intensive Motor-Skill Learning Intervention for Children With Cerebral Palsy

Julie Paradis, Delphine Dispa, Agnès De Montpellier, Daniela Ebner-Karestinos, Rodrigo Araneda, Geoffroy Saussez, Anne Renders, Carlyne Arnould, Yannick Bleyenheuft

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

4 Citas (Scopus)


Objective: To investigate the reliability of parents-reported activity questionnaires after a motor-skill learning intervention for children with cerebral palsy (CP). We hypothesize that the intervention process might influence parental judgment. Design: Double-blind randomized trial. Setting: Conventional therapy was delivered in the usual context while intensive intervention was provided at the Catholic University of Louvain. Participants: Children with CP (N=41; age range 5-18y, Gross Motor Function Classification System I-IV) were randomized to a control group (CG) (n=21, 2 dropouts) receiving conventional therapy or an intervention group (IG) (n=20) receiving hand-arm bimanual intensive therapy—including lower extremities (HABIT-ILE). Interventions: Conventional therapy (mostly neurodevelopmental) was delivered as ongoing treatment (1-5 times/wk). HABIT-ILE, based on motor-skill learning, was delivered over 2 weeks. All children were assessed at T1 (baseline), T2 (3wk after baseline) and T3 (4mo after baseline). Main Outcomes Measures: ABILHAND-Kids and ACTIVLIM-CP questionnaires rated by parents (perception) and 2 examiners (videotapes). Results: Agreement (level/range) between examiners was systematically almost perfect (P≤.001). At baseline, moderate to almost perfect agreement (level/range) was observed between parents and examiners (P≤.001). At T2 and T3, a similar agreement (level/range) was observed for the CG. For the IG, a similar level of agreement was observed, but the range of agreement varied from poor to almost perfect (P≤.001), with parents estimating higher performance measures compared to examiners after intervention. Higher performance was associated with higher satisfaction scores of the child's functional goals at T3. Conclusion: Parents and examiners have a similar perception of the child's performance at baseline and during conventional therapy. Their perceptions are less congruent after a motor-skill learning intervention, probably due to the goal-oriented process of the intervention. Therefore, our results favor the use of blind observations of home-videotaped items after intensive motor-skill learning interventions.

Idioma originalInglés
Páginas (desde-hasta)1655-1662
Número de páginas8
PublicaciónArchives of Physical Medicine and Rehabilitation
EstadoPublicada - sep. 2019
Publicado de forma externa

Áreas temáticas de ASJC Scopus

  • Terapia física, deportiva y rehabilitación
  • Rehabilitación


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