Trial Outcomes & Findings for Occupational Performance Coaching With Parents of Young Children With Developmental Disability (NCT NCT04796909)
NCT ID: NCT04796909
Last Updated: 2025-04-23
Results Overview
Performance and satisfaction scores (1-10) of the Canadian Occupational Performance Measure (COPM). Higher scores mean a better outcome.
Recruitment status
COMPLETED
Study phase
NA
Target enrollment
50 participants
Primary outcome timeframe
T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the intervention
Results posted on
2025-04-23
Participant Flow
Young children with DD were recruited from preschool-rehabilitation services offered by three non-governmental organisations. Two-hundred-and-thirty-six invitations were distributed to interested parents, 61 who were interested for research participation and were then screened, and 50 whose children met the eligible criteria participated in the RCT.
Out of the 61 parents who underwent eligibility screening, five did not meet inclusion criteria and six declined to participate. The 50 parents and their children (i,e., 50 dyads) were finally enrolled in this study.
Participant milestones
| Measure |
Parent Coaching
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
|
Overall Study
STARTED
|
25
|
25
|
|
Overall Study
COMPLETED
|
24
|
24
|
|
Overall Study
NOT COMPLETED
|
1
|
1
|
Reasons for withdrawal
| Measure |
Parent Coaching
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
|
Overall Study
Withdrawal by Subject
|
1
|
1
|
Baseline Characteristics
The analysis was conducted separately for children and parents.
Baseline characteristics by cohort
| Measure |
Parent Coaching
n=50 Participants
Parents received OPC
|
Parent Consultation
n=50 Participants
Parents received consultation
|
Total
n=100 Participants
Total of all reporting groups
|
|---|---|---|---|
|
Age, Categorical
<=18 years
|
25 Participants
n=50 Participants
|
25 Participants
n=50 Participants
|
50 Participants
n=100 Participants
|
|
Age, Categorical
Between 18 and 65 years
|
25 Participants
n=50 Participants
|
25 Participants
n=50 Participants
|
50 Participants
n=100 Participants
|
|
Age, Categorical
>=65 years
|
0 Participants
n=50 Participants
|
0 Participants
n=50 Participants
|
0 Participants
n=100 Participants
|
|
Age, Continuous
Children
|
4.85 years
STANDARD_DEVIATION 1.00 • n=25 Participants • The analysis was conducted separately for children and parents.
|
4.82 years
STANDARD_DEVIATION 0.96 • n=25 Participants • The analysis was conducted separately for children and parents.
|
4.83 years
STANDARD_DEVIATION 1.0 • n=50 Participants • The analysis was conducted separately for children and parents.
|
|
Age, Continuous
Parents
|
35.92 years
STANDARD_DEVIATION 5.99 • n=25 Participants • The analysis was conducted separately for children and parents.
|
39.44 years
STANDARD_DEVIATION 3.72 • n=25 Participants • The analysis was conducted separately for children and parents.
|
37.68 years
STANDARD_DEVIATION 5.25 • n=50 Participants • The analysis was conducted separately for children and parents.
|
|
Sex: Female, Male
Children · Female
|
10 Participants
n=25 Participants • The analysis was conducted separately for children and parents.
|
9 Participants
n=25 Participants • The analysis was conducted separately for children and parents.
|
19 Participants
n=50 Participants • The analysis was conducted separately for children and parents.
|
|
Sex: Female, Male
Children · Male
|
15 Participants
n=25 Participants • The analysis was conducted separately for children and parents.
|
16 Participants
n=25 Participants • The analysis was conducted separately for children and parents.
|
31 Participants
n=50 Participants • The analysis was conducted separately for children and parents.
|
|
Sex: Female, Male
Parents · Female
|
24 Participants
n=25 Participants • The analysis was conducted separately for children and parents.
|
23 Participants
n=25 Participants • The analysis was conducted separately for children and parents.
|
47 Participants
n=50 Participants • The analysis was conducted separately for children and parents.
|
|
Sex: Female, Male
Parents · Male
|
1 Participants
n=25 Participants • The analysis was conducted separately for children and parents.
|
2 Participants
n=25 Participants • The analysis was conducted separately for children and parents.
|
3 Participants
n=50 Participants • The analysis was conducted separately for children and parents.
|
|
Race and Ethnicity Not Collected
|
—
|
—
|
0 Participants
Race and Ethnicity were not collected from any participant.
|
|
Region of Enrollment
Hong Kong
|
50 participants
n=50 Participants
|
50 participants
n=50 Participants
|
100 participants
n=100 Participants
|
|
Community-related goal performance for children
|
3.67 units on a scale
STANDARD_DEVIATION 1.66 • n=25 Participants • This measure was collected for child performance related to the community-related goal. There were no results from parents' performance.
|
3.72 units on a scale
STANDARD_DEVIATION 1.39 • n=25 Participants • This measure was collected for child performance related to the community-related goal. There were no results from parents' performance.
|
3.69 units on a scale
STANDARD_DEVIATION 1.52 • n=50 Participants • This measure was collected for child performance related to the community-related goal. There were no results from parents' performance.
|
|
Community-related goal satisfaction for parents
|
3.90 units on a scale
STANDARD_DEVIATION 1.62 • n=25 Participants • This measure was collected for parents' satisfaction on the community-related goal for their children. There were no results from children's satisfaction.
|
3.57 units on a scale
STANDARD_DEVIATION 1.45 • n=25 Participants • This measure was collected for parents' satisfaction on the community-related goal for their children. There were no results from children's satisfaction.
|
3.73 units on a scale
STANDARD_DEVIATION 1.53 • n=50 Participants • This measure was collected for parents' satisfaction on the community-related goal for their children. There were no results from children's satisfaction.
|
|
Community participation frequency for children
|
3.02 units on a scale
STANDARD_DEVIATION 0.79 • n=25 Participants • This measure collected only the frequency of children's participation in community activities. No data were collected for parents.
|
2.74 units on a scale
STANDARD_DEVIATION 0.90 • n=25 Participants • This measure collected only the frequency of children's participation in community activities. No data were collected for parents.
|
2.88 units on a scale
STANDARD_DEVIATION 0.85 • n=50 Participants • This measure collected only the frequency of children's participation in community activities. No data were collected for parents.
|
|
Community participation involvement for children
|
3.85 units on a scale
STANDARD_DEVIATION 0.77 • n=25 Participants • This measure collected only children's participation involvement in community activities. No data were collected for parents.
|
3.77 units on a scale
STANDARD_DEVIATION 0.72 • n=25 Participants • This measure collected only children's participation involvement in community activities. No data were collected for parents.
|
3.81 units on a scale
STANDARD_DEVIATION 0.74 • n=50 Participants • This measure collected only children's participation involvement in community activities. No data were collected for parents.
|
PRIMARY outcome
Timeframe: T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the interventionPerformance and satisfaction scores (1-10) of the Canadian Occupational Performance Measure (COPM). Higher scores mean a better outcome.
Outcome measures
| Measure |
Parent Coaching
n=25 Participants
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
n=25 Participants
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
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Change in Participation-related Goal Performance and Satisfaction
Performance at T0
|
3.67 score on a scale
Standard Deviation 1.66
|
3.72 score on a scale
Standard Deviation 1.39
|
|
Change in Participation-related Goal Performance and Satisfaction
Performance at T1
|
4.92 score on a scale
Standard Deviation 1.73
|
4.69 score on a scale
Standard Deviation 1.70
|
|
Change in Participation-related Goal Performance and Satisfaction
Performance at T2
|
7.29 score on a scale
Standard Deviation 1.49
|
6.85 score on a scale
Standard Deviation 1.63
|
|
Change in Participation-related Goal Performance and Satisfaction
Performance at T3
|
7.16 score on a scale
Standard Deviation 1.30
|
6.84 score on a scale
Standard Deviation 1.68
|
|
Change in Participation-related Goal Performance and Satisfaction
Satisfaction at T0
|
3.90 score on a scale
Standard Deviation 1.62
|
3.57 score on a scale
Standard Deviation 1.45
|
|
Change in Participation-related Goal Performance and Satisfaction
Satisfaction at T1
|
4.85 score on a scale
Standard Deviation 1.87
|
4.68 score on a scale
Standard Deviation 1.84
|
|
Change in Participation-related Goal Performance and Satisfaction
Satisfaction at T2
|
7.58 score on a scale
Standard Deviation 1.39
|
7.08 score on a scale
Standard Deviation 1.71
|
|
Change in Participation-related Goal Performance and Satisfaction
Satisfaction at T3
|
7.32 score on a scale
Standard Deviation 1.33
|
6.84 score on a scale
Standard Deviation 1.82
|
PRIMARY outcome
Timeframe: T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the interventionFrequency scores (0-7) and involvement scores (1-5) of the community section of the Young Children's Participation and Environment Measure (YC-PEM). Higher scores mean a better outcome.
Outcome measures
| Measure |
Parent Coaching
n=25 Participants
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
n=25 Participants
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
|
Change in Children's Community Participation Frequency and Involvement
Community frequency at T0
|
3.02 score on a scale
Standard Deviation 0.79
|
2.74 score on a scale
Standard Deviation 0.90
|
|
Change in Children's Community Participation Frequency and Involvement
Community frequency at T1
|
3.14 score on a scale
Standard Deviation 0.83
|
2.79 score on a scale
Standard Deviation 1.12
|
|
Change in Children's Community Participation Frequency and Involvement
Community frequency at T2
|
3.35 score on a scale
Standard Deviation 1.00
|
2.81 score on a scale
Standard Deviation 1.06
|
|
Change in Children's Community Participation Frequency and Involvement
Community frequency at T3
|
3.42 score on a scale
Standard Deviation 1.18
|
2.91 score on a scale
Standard Deviation 0.95
|
|
Change in Children's Community Participation Frequency and Involvement
Community involvement at T0
|
3.85 score on a scale
Standard Deviation 0.77
|
3.77 score on a scale
Standard Deviation 0.72
|
|
Change in Children's Community Participation Frequency and Involvement
Community involvement at T1
|
3.77 score on a scale
Standard Deviation 0.69
|
3.82 score on a scale
Standard Deviation 0.83
|
|
Change in Children's Community Participation Frequency and Involvement
Community involvement at T2
|
4.12 score on a scale
Standard Deviation 0.53
|
4.13 score on a scale
Standard Deviation 0.69
|
|
Change in Children's Community Participation Frequency and Involvement
Community involvement at T3
|
4.08 score on a scale
Standard Deviation 0.64
|
4.15 score on a scale
Standard Deviation 0.70
|
SECONDARY outcome
Timeframe: T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the interventionEfficacy scores (7-42) and satisfaction scores (9-56) of the Parenting Sense of Competence Scale (PSOC). Higher scores mean a better outcome.
Outcome measures
| Measure |
Parent Coaching
n=25 Participants
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
n=25 Participants
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
|
Change in Parenting Efficacy and Satisfaction
Parenting efficacy at T0
|
27.52 score on a scale
Standard Deviation 5.81
|
27.92 score on a scale
Standard Deviation 3.82
|
|
Change in Parenting Efficacy and Satisfaction
Parenting efficacy at T1
|
27.76 score on a scale
Standard Deviation 6.06
|
27.52 score on a scale
Standard Deviation 4.54
|
|
Change in Parenting Efficacy and Satisfaction
Parenting efficacy at T2
|
29.44 score on a scale
Standard Deviation 5.47
|
30.48 score on a scale
Standard Deviation 3.94
|
|
Change in Parenting Efficacy and Satisfaction
Parenting efficacy at T3
|
28.76 score on a scale
Standard Deviation 5.78
|
29.28 score on a scale
Standard Deviation 4.87
|
|
Change in Parenting Efficacy and Satisfaction
Parenting satisfaction at T0
|
31.60 score on a scale
Standard Deviation 7.37
|
31.56 score on a scale
Standard Deviation 8.20
|
|
Change in Parenting Efficacy and Satisfaction
Parenting satisfaction at T1
|
30.72 score on a scale
Standard Deviation 8.38
|
32.40 score on a scale
Standard Deviation 8.69
|
|
Change in Parenting Efficacy and Satisfaction
Parenting satisfaction at T2
|
33.80 score on a scale
Standard Deviation 6.67
|
33.16 score on a scale
Standard Deviation 7.80
|
|
Change in Parenting Efficacy and Satisfaction
Parenting satisfaction at T3
|
31.76 score on a scale
Standard Deviation 8.08
|
33.32 score on a scale
Standard Deviation 8.07
|
SECONDARY outcome
Timeframe: T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the interventionThe scores (0-42 for each subscale) of the Depression, Anxiety and Stress Scale-21 (DASS-21). Higher scores mean a worse outcome.
Outcome measures
| Measure |
Parent Coaching
n=25 Participants
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
n=25 Participants
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
|
Change in Parents' Negative Emotional States
Depression at T0
|
7.04 score on a scale
Standard Deviation 6.78
|
10.00 score on a scale
Standard Deviation 10.39
|
|
Change in Parents' Negative Emotional States
Depression at T1
|
7.28 score on a scale
Standard Deviation 8.03
|
10.56 score on a scale
Standard Deviation 11.51
|
|
Change in Parents' Negative Emotional States
Depression at T2
|
6.32 score on a scale
Standard Deviation 7.11
|
9.04 score on a scale
Standard Deviation 11.28
|
|
Change in Parents' Negative Emotional States
Depression at T3
|
6.56 score on a scale
Standard Deviation 7.38
|
8.40 score on a scale
Standard Deviation 10.08
|
|
Change in Parents' Negative Emotional States
Anxiety at Time 0
|
6.80 score on a scale
Standard Deviation 5.83
|
10.88 score on a scale
Standard Deviation 10.53
|
|
Change in Parents' Negative Emotional States
Anxiety at T1
|
6.96 score on a scale
Standard Deviation 7.89
|
10.64 score on a scale
Standard Deviation 10.24
|
|
Change in Parents' Negative Emotional States
Anxiety at T2
|
6.08 score on a scale
Standard Deviation 7.10
|
10.00 score on a scale
Standard Deviation 11.81
|
|
Change in Parents' Negative Emotional States
Anxiety at T3
|
6.48 score on a scale
Standard Deviation 7.19
|
8.88 score on a scale
Standard Deviation 10.00
|
|
Change in Parents' Negative Emotional States
Stress at T0
|
15.12 score on a scale
Standard Deviation 10.67
|
14.64 score on a scale
Standard Deviation 10.65
|
|
Change in Parents' Negative Emotional States
Stress at T1
|
15.04 score on a scale
Standard Deviation 12.55
|
16.44 score on a scale
Standard Deviation 10.18
|
|
Change in Parents' Negative Emotional States
Stress at T2
|
13.92 score on a scale
Standard Deviation 11.96
|
16.00 score on a scale
Standard Deviation 10.59
|
|
Change in Parents' Negative Emotional States
Stress at T3
|
14.40 score on a scale
Standard Deviation 11.78
|
13.76 score on a scale
Standard Deviation 9.83
|
SECONDARY outcome
Timeframe: T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the interventionPsychosocial health score (0-100) of the KINDL questionnaire. Higher scores mean a better outcome.
Outcome measures
| Measure |
Parent Coaching
n=25 Participants
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
n=25 Participants
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
|
Change in Children's Psychosocial Health
Psychological health at T0
|
67.50 score on a scale
Standard Deviation 10.52
|
66.50 score on a scale
Standard Deviation 11.84
|
|
Change in Children's Psychosocial Health
Psychological health at T1
|
66.68 score on a scale
Standard Deviation 12.69
|
65.00 score on a scale
Standard Deviation 7.90
|
|
Change in Children's Psychosocial Health
Psychological health at T2
|
70.00 score on a scale
Standard Deviation 12.52
|
67.81 score on a scale
Standard Deviation 10.33
|
|
Change in Children's Psychosocial Health
Psychological health at T3
|
67.50 score on a scale
Standard Deviation 10.52
|
65.50 score on a scale
Standard Deviation 11.84
|
OTHER_PRE_SPECIFIED outcome
Timeframe: T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the interventionScaled scores (0-100) of the daily activity and social/cognitive domains of the Pediatric Evaluation of Disability Inventory computer-adaptive tests (PEDI-CAT). Higher scores mean a better outcome.
Outcome measures
| Measure |
Parent Coaching
n=25 Participants
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
n=25 Participants
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
|
Stability in Children's Daily Activity and Social/Cognitive Function
Daily activity at T0
|
57.12 score on a scale
Standard Deviation 4.77
|
56.40 score on a scale
Standard Deviation 2.98
|
|
Stability in Children's Daily Activity and Social/Cognitive Function
Daily activity at T1
|
57.52 score on a scale
Standard Deviation 4.81
|
56.48 score on a scale
Standard Deviation 3.53
|
|
Stability in Children's Daily Activity and Social/Cognitive Function
Daily activity at T2
|
59.16 score on a scale
Standard Deviation 3.92
|
58.04 score on a scale
Standard Deviation 3.44
|
|
Stability in Children's Daily Activity and Social/Cognitive Function
Daily activity at T3
|
59.08 score on a scale
Standard Deviation 4.27
|
58.12 score on a scale
Standard Deviation 3.50
|
|
Stability in Children's Daily Activity and Social/Cognitive Function
Social/cognitive function at T0
|
64.96 score on a scale
Standard Deviation 3.06
|
63.56 score on a scale
Standard Deviation 3.45
|
|
Stability in Children's Daily Activity and Social/Cognitive Function
Social/cognitive function at T1
|
64.84 score on a scale
Standard Deviation 3.54
|
63.92 score on a scale
Standard Deviation 2.87
|
|
Stability in Children's Daily Activity and Social/Cognitive Function
Social/cognitive function at T2
|
66.40 score on a scale
Standard Deviation 3.09
|
65.80 score on a scale
Standard Deviation 3.36
|
|
Stability in Children's Daily Activity and Social/Cognitive Function
Social/cognitive function at T3
|
66.56 score on a scale
Standard Deviation 3.72
|
66.12 score on a scale
Standard Deviation 3.00
|
OTHER_PRE_SPECIFIED outcome
Timeframe: T0=5-6 weeks before intervention; T1=1-2 weeks before intervention; T2=1-2 weeks after intervention; T3=8-9 weeks after the interventionPerceived environmental support scores (0-100) of the community section of the Young Children's Participation and Environment Measure. Higher scores mean a better outcome.
Outcome measures
| Measure |
Parent Coaching
n=25 Participants
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
n=25 Participants
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
|
Stability in Perceived Impact of Environmental Support on Children's Community Participation
Environmental support at T0
|
84.07 score on a scale
Standard Deviation 9.62
|
78.11 score on a scale
Standard Deviation 11.35
|
|
Stability in Perceived Impact of Environmental Support on Children's Community Participation
Environmental support at T1
|
83.84 score on a scale
Standard Deviation 11.65
|
80.70 score on a scale
Standard Deviation 10.40
|
|
Stability in Perceived Impact of Environmental Support on Children's Community Participation
Environmental support at T2
|
85.07 score on a scale
Standard Deviation 11.49
|
83.29 score on a scale
Standard Deviation 11.35
|
|
Stability in Perceived Impact of Environmental Support on Children's Community Participation
Environmental support at T3
|
84.86 score on a scale
Standard Deviation 8.72
|
80.31 score on a scale
Standard Deviation 11.73
|
OTHER_PRE_SPECIFIED outcome
Timeframe: Immediate after each of the coaching sessions during the intervention periodTotal scores (0-40) of the Session Rating Scale (SRS). Higher average scores mean a better outcome.
Outcome measures
| Measure |
Parent Coaching
n=25 Participants
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
n=25 Participants
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
|
Level of Therapeutic Alliance During Coaching Session
|
35.28 score on a scale
Standard Deviation 4.63
|
36.53 score on a scale
Standard Deviation 4.09
|
OTHER_PRE_SPECIFIED outcome
Timeframe: T1=1-2 weeks before intervention; T2=1-2 weeks after interventionTotal scores (1-7) of the Health Care Climate Questionnaire (HCCQ). Higher scores mean a better outcome.
Outcome measures
| Measure |
Parent Coaching
n=25 Participants
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
n=25 Participants
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
|
Level of Perceptions of Health Care Practitioners' Autonomy Support
T1
|
5.58 score on a scale
Standard Deviation 0.94
|
5.62 score on a scale
Standard Deviation 0.93
|
|
Level of Perceptions of Health Care Practitioners' Autonomy Support
T2
|
5.72 score on a scale
Standard Deviation 0.90
|
6.12 score on a scale
Standard Deviation 0.85
|
OTHER_PRE_SPECIFIED outcome
Timeframe: T2=1-2 weeks after interventionThe item score (1-7) of the Patient Global Impression of Change. Higher scores mean a worse outcome.
Outcome measures
| Measure |
Parent Coaching
n=25 Participants
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
n=25 Participants
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
|
Level of Parents' Global Impression on the Improvement of Their Child's Community Participation
Very much improved
|
3 Participants
|
5 Participants
|
|
Level of Parents' Global Impression on the Improvement of Their Child's Community Participation
Much improved
|
8 Participants
|
6 Participants
|
|
Level of Parents' Global Impression on the Improvement of Their Child's Community Participation
A little improved
|
11 Participants
|
12 Participants
|
|
Level of Parents' Global Impression on the Improvement of Their Child's Community Participation
No change
|
3 Participants
|
1 Participants
|
|
Level of Parents' Global Impression on the Improvement of Their Child's Community Participation
A little deterioration
|
0 Participants
|
1 Participants
|
|
Level of Parents' Global Impression on the Improvement of Their Child's Community Participation
Much deterioration
|
0 Participants
|
0 Participants
|
|
Level of Parents' Global Impression on the Improvement of Their Child's Community Participation
Very much deterioration
|
0 Participants
|
0 Participants
|
OTHER_PRE_SPECIFIED outcome
Timeframe: T0=5-6 weeks before interventionThe percentage of eligible families agreeing to participate in the study
Outcome measures
| Measure |
Parent Coaching
n=236 Participants
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
|
Number of Participants Recruited
|
50 Participants
|
—
|
OTHER_PRE_SPECIFIED outcome
Timeframe: T3=8-9 weeks after the interventionThe percentage of participants who complete the trial (i.e., all assessments)
Outcome measures
| Measure |
Parent Coaching
n=25 Participants
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
n=25 Participants
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
|
Retention Rate of Participants Who Complete the Trial
|
24 Participants
|
25 Participants
|
OTHER_PRE_SPECIFIED outcome
Timeframe: T2=1-2 weeks after interventionThe percentage of coaching sessions attended by parents who are randomized to the intervention group
Outcome measures
| Measure |
Parent Coaching
n=200 Number of sessions
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
n=200 Number of sessions
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
|
Adherence Rate of Participants Who Attend the Coaching Sessions
|
171 Number of sessions
|
192 Number of sessions
|
OTHER_PRE_SPECIFIED outcome
Timeframe: T2=1-2 weeks after interventionThe percentage of parents who guess treatment allocation correctly after the study
Outcome measures
| Measure |
Parent Coaching
n=25 Participants
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
n=25 Participants
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
|
Blinding Success
|
8 Participants
|
16 Participants
|
OTHER_PRE_SPECIFIED outcome
Timeframe: T2=1-2 weeks after interventionPercentage score of the Occupational Performance Coaching Fidelity Measure. This measure consists of 18 items across five domains: relationship, goal, reflection, analysis and action, client response, and distinguishing. Each item is rated on a three-point Likert scale (1 = low and 3 = high). The percentage score can be calculated by dividing the total score by the possible maximum score. Higher percentage scores indicate higher fidelity, and the cut-off of sufficient fidelity of coaching per session is set at 80%.
Outcome measures
| Measure |
Parent Coaching
n=8 Participants
The parent-coaching intervention consists of up to 8 weekly/fortnightly sessions, and each session will last up to one hour.
Occupational Performance coaching: The OPC intervention comprises three components: (1) connect - building parents' trust in the coach by using verbal and nonverbal strategies; (2) structure - building parents' competence by adopting a problem-solving framework of setting goals, exploring options, planning action, carrying out plans, checking performance, and generalizing; and (3) share - building parents' autonomy by reciprocally exchanging information between the coach and parents with an emphasis on eliciting parents existing knowledge. During the exploration of the options for a particular goal, collaborative performance analysis is used. The coach follows the four steps to (a) identify parents' perception of what currently happens, (b) identify what they would like to happen, (c) explore barriers and bridges to the desired performance, and (d) identify their needs for taking actions to achieve goals. Parents are guided to find strategies to facilitate their child's performance to support goal achievement.
|
Parent Consultation
The parent consultations are given for up to 8 weekly/fortnightly sessions, and each session may last up to one hour.
Parent consultation: The parent consultation consists of the use of the toolbox to provide parents with available environmental resources and strategies to enhance community participation of their child with developmental disability, followed by the understanding of current situation and the identification of problems encountered by parents. Direct informing approach will be used to instruct parents about the availability of environmental resources close to their living areas and what they can plan to do by using possible supportive strategies. In addition, information about child disability and/or developmental milestone may be provided if needed.
|
|---|---|---|
|
Fidelity of Coaches Who Conduct the Occupational Performance Coaching
|
6 Participants
|
—
|
Adverse Events
Parent Coaching - Parent Participants
Serious events: 0 serious events
Other events: 0 other events
Deaths: 0 deaths
Parent Coaching - Children Participants
Serious events: 0 serious events
Other events: 0 other events
Deaths: 0 deaths
Parent Consultation - Parent Participants
Serious events: 0 serious events
Other events: 0 other events
Deaths: 0 deaths
Parent Consultation - Children Participants
Serious events: 0 serious events
Other events: 0 other events
Deaths: 0 deaths
Serious adverse events
Adverse event data not reported
Other adverse events
Adverse event data not reported
Additional Information
Dr. Chi-Wen Chien, Associate Professor
The Hong Kong Polytechnic University
Phone: +85227666703
Email: [email protected]
Results disclosure agreements
- Principal investigator is a sponsor employee
- Publication restrictions are in place