Developing Cerebral Palsy Screening of Functional Abilities in School (CPS –FAS)

Laksika Wangthomrong; Rumpa Boonsinsukh; Jirabhorn Wannapakhe

doi:10.33192/smj.v76i8.267459

Authors

Laksika Wangthomrong Department of Physical Therapy, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
Rumpa Boonsinsukh Department of Physical Therapy, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
Jirabhorn Wannapakhe Department of Physical Therapy, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand

DOI:

https://doi.org/10.33192/smj.v76i8.267459

Keywords:

Cerebral palsy, Functional ability, Special education school

Abstract

Objective: This study aimed to determine the psychometric property of a newly developed functional abilities screening tool for children with cerebral palsy (CP) in special education units.

Materials and Methods: This study was designed as a cross-sectional study. The tool for cerebral palsy screening of functional abilities in school (CPS-FAS) was established by surveying 28 pediatric physical therapists and holding focus group discussions with them. The CPS-FAS tool was used to evaluate content validity, reliability, and discriminative ability with 30 school-age children with CP at levels 1-3 of the Gross Motor Function Classification System (GMFCS).

Results: The CPS-FAS generation process established 21 activity-problem screening items for children with CP, which had good content validity (index of item-objective congruence (IOC) = 1), good internal consistency (α = 0.92), and showed significant differences between GMFCS levels 1 and 3 (p > 0.001) and GMFCS levels 2 and 3 (p > 0.001).

Conclusion: The CPS-FAS tool can be applied to school-age children with CP in a special education unit to screen such children for activity problems that affect school living without environmental obstruction and language barriers, and it only takes a short time (10-15 minutes) to complete.

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