The Effect of Context-Based Interventions at the Systems-Level on Participation of Children with Disabilities: A Systematic Review. (3rd September 2022)

• Record Type: Journal Article
• Authors: Yoo, Paul Yejong; Mogo, Ebele R. I.; McCabe, Janet; Bergthorson, Melanie; Elekanachi, Rose; Cardoso, Roberta; Movahed, Mehrnoosh; Majnemer, Annette; Shikako, Keiko
• Is Part Of: Physical & occupational therapy in pediatrics. Volume 42:Number 5(2022)
• Page Start: 542
• Page End: 565
• Publication Date: 2022-09-03
• Subjects: Children with disabilities -- context-based -- participation -- intervention -- systems-level -- policy; Physical therapy for children -- Periodicals; Occupational therapy for children -- Periodicals; Child development deviations -- Periodicals; 615.82083
• DOI: 10.1080/01942638.2022.2051675
• Languages: English
• ISSNs: 0194-2638

Abstract

Abstract: Aims: To synthesize evidence on the impact of context-based interventions on the participation of children with disabilities in the community. Methods: A systematic review was conducted using the American Academy for Cerebral Palsy and Developmental Medicine Guidelines for systematic reviews. Seven databases were searched; articles included were on children with developmental disabilities under the age of 19 years, describing systems-level, context-based interventions aimed to improve participation and Participation-related outcomes of the Family of Participation-related Constructs framework. Intervention characteristics were coded using the Community Wellbeing Framework (CWF). Results: Eleven articles were included for knowledge synthesis. Four studies were level I, II, and III based on the Center for Evidence-Based Medicine hierarchy. All four showed that context-based interventions had a positive effect on participation and participation-related outcomes. All 11 studies had intervention properties that were coded to at least one domain on the CWF. Conclusion: There is a scarcity of high-quality studies that focus on context-based interventions at the systems-level, as opposed to the individual-level. Albeit low-level quality, existing evidence emphasized the importance of using known facilitators to participation, such as staff training, peer mentorship, awareness-raising, and development of partnerships to change the system and promote participation.