Cerebral Palsy (CP)
Conditions
Keywords
Cerebral Palsy, Occupational Therapy, Adolescents, Caregivers, Transition Planning, Participation
Brief summary
This exploratory randomized controlled trial will examine the feasibility and preliminary effects of a remote PREP intervention compared to an attention control for transition-age youth with cerebral palsy and their caregivers. Youth-caregiver dyads will complete remote baseline assessments and be randomized to a 12-week intervention or attention control, with weekly virtual sessions. Feasibility outcomes will be primary, with secondary outcomes exploring preliminary efficacy. Post-intervention assessments and optional interviews will be conducted remotely to capture outcomes and participant experiences.
Detailed description
The proposed clinical trial is a single-blind, parallel, exploratory, randomized controlled trial to test the feasibility and effect of remote Pathways and Resources for Engagement and Participation (PREP) compared to attention control for transition-age youth with Cerebral Palsy (CP) and a primary caregiver (i.e., youth-caregiver dyads). Primary outcomes evaluate feasibility of research and intervention protocols, while secondary outcomes allow limited efficacy testing consistent with established feasibility study guidelines. Eligible youth-caregiver dyads will complete a remote baseline assessment session and be randomized to (1) a 12-session remote PREP intervention or (2) a 12-session attention control group. The intervention group will complete one 60-minute session per week for 12 weeks, while the attention control group will meet virtually with the research team once per week for the same duration. Youth-caregiver dyads will complete outcome measures again remotely after the 12-week timeframe. The research team will also invite youths and caregivers to complete a semi-structured interview following PREP or attention control sessions.
Interventions
BEHAVIORALPathways and Resources for Engagement and Participation
Pathways and Resources for Engagement and Participation (PREP) is a collaborative problem-solving intervention that targets environmental barriers-physical, social, attitudinal, familial, and institutional-while leveraging adolescent and family strengths. Caregivers are integrated as key supports. The five-step process includes: (1) make goals, (2) map out a plan, (3) make it happen, (4) measure outcomes, and (5) move forward. The provider and family will set four activity-based transition goals using the Transition Planning Inventory-2nd Edition and Goal Attainment Scaling. Providers will use guided discovery to help adolescents and caregivers identify strategies that modify activities or environments to support participation in transition activities. Adolescents and caregivers will implement strategies between sessions and revise strategies with the provider in future sessions if unsuccessful. Participants will complete 12 weekly 60-min remote PREP sessions over 12-16 weeks.
BEHAVIORALAttention Control Condition
Youth-caregiver dyads in the attention control group will have dose-equivalent, weekly virtual contact with a research team member who is not involved in remote PREP delivery. The attention control condition will control for interpersonal interaction, maturation, and testing effects. The focus of each session will be (1) social interaction characterized by warmth/empathy and (2) access to The Adult CP Toolkit: Navigating Life with Cerebral Palsy, which is publicly available. The research team member will answer questions but will not provide further education or instruction and will also check-in with the youth-caregiver dyad on any functional changes or transition progress. The research team will track the content and duration of each call and record each session with two randomly reviewed for fidelity.
Sponsors
University of Missouri-Columbia
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
13 Years to 17 Years
Healthy volunteers
No
Inclusion criteria
* Youth aged 13 -17 with CP and one primary parent, guardian, or caregiver aged 18 or older * Youth ability to self-mobilize with or without adaptive equipment measured by the Gross Motor Function Scale-Expanded \& Revised (GMFCS-E\&R) Levels I - III * Effective youth communication measured by Communication Function Classification System (CFCS) Levels I - III * Ability to read, speak, and write English * Willingness to participate in all aspects of the proposed study.
Exclusion criteria
* Youth with profound intellectual disability * Youth with severe mental health conditions * Youth who engage in community-based transition services redundant with remote PREP
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Acceptability of Intervention Measure (AIM) | Post-Intervention (Week 13) or Attention Control (Week 13) | Measure of intervention acceptability. Self-report Likert scale from 1 -completely disagree to 5 - completely agree |
| Semi-Structured Interview | Post-Intervention (Week 13) or Attention Control (Week 13) | A brief interview to gather participant perceptions of the intervention, including their perceived benefit and practicality of the intervention and suggestions for improvement for the intervention. Data will be qualitative interview transcripts. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Participation and Environment Measure - Child and Youth | Baseline (Week 0); Post-Intervention (Week 13) or Attention Control (Week 13) | Caregiver proxy report measure of adolescent activity participation at home, school, and in the community. Caregivers rate adolescents' participation frequency (0 - never to 7 - daily) and involvement (1 - minimally involved to 5 - very involved). Higher scores represent better adolescent participation. |
| Youth, Young Adult Participation and Environment Measure | Baseline (Week 0); Post-Intervention (Week 13) or Attention Control (Week 13) | Self-report measure of adolescent and young adult activity participation at home, school, and in the community. Adolescents and young adults rate their participation frequency (0 - never to 7 - daily) and involvement (1 - minimally involved to 5 - very involved). Higher scores represent better adolescent participation. |
| Transition Readiness Scale | Baseline (Week 0); Post-Intervention (Week 13) or Attention Control (Week 13) | Informant and self-report measure of adolescent transition readiness (education, work, independent living). Self-report scale that ranges from 1 - not true for me/my child to 4 - true for me/my child. Higher scores represent better transition readiness. |
| Canadian Occupational Performance Measure (COPM) | Baseline (Week 0); Post-Intervention (Week 13) or Attention Control (Week 13) | Self-report measure of activity performance. Minimum = 1, Maximum = 10. Higher scores mean better performance. |
| Medical Outcomes Study 36-Item Short Form Survey (SF-36) | Baseline (Week 0); Post-Intervention (Week 13) or Attention Control (Week 13) | Self-report measure of health-related quality of life. Minimum = 0, Maximum = 100. Higher scores mean better health-related quality of life. |
Countries
United States
Contacts
CONTACTMelanie M. Tkach, PhD
Outcome results
None listed