Okul Öncesi Dönem Serebral Palsili Çocuklarda Motor Fonksiyonun Geliştirilmesine Yönelik “Telerehabilitasyon Temelli Yapılandırılmış Ev Programı Uygulamalarının” Fonksiyonel Durum, Aktivite ve Katılıma Olan Etkilerinin İncelenmesi
Sel, Sinem Asena
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Current study was conducted between preschooler children with Cerebral Palsy (CP) who received usual care (UC), and children who received usual care plus Telerehabilitation Based Structured Home Program (TB-SHP). Comparisons of functional status, activity and participation rates in both groups were made under the International Classification of Functioning, Disability and Health (ICF-CY). TB-SHP protocol was planned as a triple-blinded randomized controlled trial. Forty-three preschooler children with CP whose functional levels range from I-V according to Gross Motor Function Classification System (GMFCS) (mean age 4.66 years [SD 1.08 years]) were randomly assigned to usual care and usual care plus TB-SHP groups. Activity, (Gross Motor Function Measure [GMFM], Quality of Upper Extremity Skills Test [QUEST], Segmental Assessment of Trunk Control [SATCO], ABILHAND-KIDS, ABILOCO KIDS, Goal Attainment Scale [GAS]), participation (Life Habits Questionnaire [LIFE-H], Canadian Activity Performance Measure [KAPÖ], Pediatric Evaluation of Disability Inventory [PEDI]), environmental and personal factors (European Child Environment Questionnaire [ECEQ], Compliance and Perceptions of Parents of Children with Cerebral Palsy to Home Program Questionnaire [CPHP-Q], the Depression Anxiety Stress Scale-21 [DASS-21]) were assessed before, immediately after intervention, and at 12-weeks post-intervention. Usual care plus TB-SHP was found to be more effective than usual care in terms of activity (GAS, COPM, GMFM, QUEST, SATCO), participation (COPM, PEDI) and, environmental (ECEQ, CPHP-Q, DASS-21) factors both immediately after intervention, and at 12-weeks post-intervention (ES: dUC+TB-SHP >dUC). As a result, it is thought that the telerehabilitation used in addition to the home program can be used to improve activity, participation, environmental and personal factors in preschooler children with CP.