Reliability of the Pediatric Evaluation of Disability Inventory (PEDI)

Berg, Matilde Risopatron; Jahnsen, Reidun; Frøslie, Kathrine Frey; Hussain, A

doi:10.1300/j006v24n03_05

Cited by 110 publications

(80 citation statements)

References 18 publications

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“…The PEDI test results also showed very high reliability. This finding agrees with similar studies of children with various disorders other than CP or of healthy children [9][10][11] . The TUG test results also showed very high reliability, though it was slightly lower than the reliabilities of GMFM-88 and PEDI.…”

Section: Discussionsupporting

confidence: 93%

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Comparative Reliability of the PEDI, GMFM and TUG Tests for Children with Cerebral Palsy

Besios¹,

Aggeloussis²,

Gourgoulis³

et al. 2013

J Phys Ther Sci

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Abstract.[Purpose] The aim of this research was to determine the reliability of: the Gross Motor Functional Measure (GMFM-88), the Pediatric Evaluation of Disability Index (PEDI) and the Timed Up and Go (TUG) test for children with cerebral palsy.[Subjects] Twenty children with CP took part in the research (7 with tetraplegia, 6 with diplegia and 7 with right hemiplegia). The children's mean age was 4. 85 ± 2. 49 years, their mean height was 1. 06 ± 0. 17 m and their mean body mass 18. 58 ± 7. 5 kg.[Methods] All three tests were conducted twice on two separate days, under the same conditions. The intra-class correlation coefficient (ICC), mean RMS difference, standard error of measurement (SEM) and the coefficient of variation (CV) were used to quantify the reliabilities of the tests.[Results] The GMFM, PEDI and TUG tests presented very high reliability scores (ICC=0. 99). [Conclusion] These findings are in accordance with the findings of other studies concerning the reliability of the three tests for children with cerebral palsy or other patient populations. Therefore, it was concluded that all the three tests should be applied in order to reliably estimate the mobility and functional ability of children with cerebral palsy.

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Section: Discussionsupporting

confidence: 93%

“…90). Berg et al 10) investigated the inter-rater, inter-respondent and intra-rater reliabilities of the Norwegian version of the PEDI. Reliability was investigated in a sample of 30 Norwegian children without disabilities between 1.…”

Section: Introductionmentioning

confidence: 99%

Comparative Reliability of the PEDI, GMFM and TUG Tests for Children with Cerebral Palsy

Besios¹,

Aggeloussis²,

Gourgoulis³

et al. 2013

J Phys Ther Sci

View full text Add to dashboard Cite

show abstract

“…[12][13][14][15][16][17][18][19][20][21][22][23][24][25][26][27] Three independent raters determined that seven assessments met the predefined inclusion criteria. Two raters were occupational therapists and one was a physical therapist, with considerable experience (18-33y) with outcome assessment and research with children with CP.…”

Section: Resultsmentioning

confidence: 99%

“…Five assessments were excluded on the basis of primarily measuring activity, which included not having at least 30% of the content assessing participation. 12,13,23,26,27 Three of these assessments, the Pediatric Evaluation of Disability Inventory, Activities Scale for Kids, and Pediatric Outcomes Data Collection Instrument contained some items that were regarded as measuring participation. Many assessments predate the ICF, and, therefore, do not reflect the conceptual framework classifying function and disability.…”

Section: Discussionmentioning

confidence: 99%

Clinimetric properties of participation measures for 5‐ to 13‐year‐old children with cerebral palsy: a systematic review

Sakzewski

Boyd

Ziviani

2007

Develop Med Child Neuro

188

143

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This study systematically reviewed the validity, reliability, sensitivity to change, and clinical utility of measurements of participation for children with cerebral palsy. Sixteen measures were identified and seven met the inclusion criteria of having 30% content measuring participation, for use with children aged 5 to 13 years with physical disability, and were condition specific. The Children's Assessment of Participation and Enjoyment (CAPE) assessed participation in leisure and recreation, while the School Function Assessment (SFA) and School Outcome Measure addressed participation in the school environment. The Assessment of Life Habits for Children (LIFE‐H) measured participation in home, school, and community life, and the Children Helping Out: Responsibilities and Expectations assessed children's participation in household duties. The Canadian Occupational Performance Measure (COPM) and Goal Attainment Scaling (GAS) were individualized tools used to evaluate goal achievement. Results showed most instruments had adequate reliability and validity. The COPM and GAS were the only measures that reported adequate responsiveness to detect clinically significant change. Limited data are currently available to determine the responsiveness of the CAPE, LIFE‐H, and SFA. A combination of assessments is required to capture participation of children in home, school, and community environments.

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“…17,18 The PEDI is a parent/carerreported standardized and reliable assessment of functional ability in a typical (home) environment used in children with disability. 22,23 The PEDI is a Rasch-analysed measure and has been standardized against a sample of 412 children with typical development (CTD) between the ages of 6 months and 7 years 6 months (49.3% males). Means and SDs of subdomain scores for different CTD age groups are standardized to 50 and 10 respectively.…”

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confidence: 99%

School readiness of children with cerebral palsy

Gehrmann

Coleman

Weir

et al. 2014

Develop Med Child Neuro

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AIM To examine school readiness in preschool-age children with cerebral palsy (CP) on three of five domains compared with reported norms of children with typical development (CTD).METHOD A representative population of 151 preschool-age children with CP (87 males, 64 females; 131 [87%] with spasticity, 17 [11%] dyskinesia, 3 [4%] hypotonia) were assessed at 48 or 60 months corrected age. Children were functioning in the following Gross Motor Function Classification System (GMFCS) levels: I, 74 (49%); II, 17 (11%); III, 14 (9%); IV, 26 (17%); V, 20 (13%). Children's motor performance, self-care, and social function were assessed using the Pediatric Evaluation of Disability Inventory (PEDI) and communication using the Communication and Symbolic Behaviour Scales Developmental Profile (CSBS-DP).Results were compared with a reference sample of CTD (PEDI CTD n=412; CSBS-DP CTD n=790). Linear regression was used to compare these data by functional severity.RESULTS Children with CP had significantly lower PEDI scores in all domains than CTD. Selfcare scores ranged from 0.5 to more than 4SD below CTD, motor performance was 2 to >4SD below CTD, and social function between 0.5 and >4SD below CTD. Fifty-five per cent of children demonstrated significantly delayed communication skills. Non-ambulant children displayed significantly lower scores than ambulant children.INTERPRETATION Preschool-age children with CP perform significantly below their peers in three of five key readiness-to-learn skill areas including mobility, self-care, social function, and communication abilities. Broader emphasis needs to be placed on multimodal screening and intervention to prepare children with CP for school entry.Cerebral palsy (CP) is the most common physical disability in childhood (two out of 1000 live births) 1,2 and has a significant cost impact on the Australian health sector of 1.47 billion Australian dollars (AUD) per year, with an average annual cost of AUD43 431 per individual. 3 Mobility and ambulation are factors of importance in individuals with CP, influencing levels of independence, performance in activities of daily living, communication skills, participation in education, vocational involvement, and quality of life.School readiness is a framework for assessing profiles of strengths and vulnerabilities of the preschool child in the context of transition to school. 4 It considers a child's readiness to learn within five major skill areas: health and physical development; emotional well-being and social competence; approaches to learning; communication skills; and cognitive skills and general knowledge. 4,5 School readiness is an important paediatric concept as preschool-age developmental deficits are linked with later academic performance. 6 Links exist between child development, school readiness, educational attainment, and future health behaviours. 7 Identifying the breadth and severity of difficulties in school-readiness domains can maximize a child's schoolreadiness and increase the likelihood of academic success, which may...

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Reliability of the Pediatric Evaluation of Disability Inventory (PEDI)

Cited by 110 publications

References 18 publications

Comparative Reliability of the PEDI, GMFM and TUG Tests for Children with Cerebral Palsy

Comparative Reliability of the PEDI, GMFM and TUG Tests for Children with Cerebral Palsy

Clinimetric properties of participation measures for 5‐ to 13‐year‐old children with cerebral palsy: a systematic review

School readiness of children with cerebral palsy

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