# Participation of Children and Youth with and Without Cerebral Palsy Across Settings: An Exploratory Study

## TL;DR

This study explores how children with and without cerebral palsy participate in activities at home, school, and in the community.

## Contribution

The study introduces a method to assess participation differences across settings using a single outcome measure for children with CP.

## Key findings

- Children without CP participated more frequently at home and in the community than those with CP.
- School participation frequency was similar between children with and without CP.
- Motor function and age influenced participation in home and school settings for children with CP.

## Abstract

Background/Objective: Children with disabilities experience greater participation restrictions in life activities than children without disabilities. This study aimed to explore differences in participation of children/youth with and without cerebral palsy (CP) across home, school, and community settings, and examine participation of children with CP across gross motor function levels, age groups, gender, and income levels. Methods: This was a cross-sectional survey study of parents of children with CP (n = 20) and without CP (n = 20) over a three-month period to investigate the frequency of participation/level of involvement across settings. Participation was assessed using the Participation and Environment Measure for Children and Youth© (PEM-CY), a parent-report measure for children and youth, ages 5 to 17 that explores communication in home, school, and community environments. Results: Significantly greater frequency of participation at home and in the community was found in children without CP. Participation at school was not significantly different between the groups and there were no differences in level of involvement, gender, or income. In children with CP, motor function impacted participation in home and school, and age significantly influenced school participation. Conclusions: Participation in life activities is important for overall child development, health, and well-being; however, children with CP participate less than their typically developing peers. The ability to collect and analyze the frequency of participation and level of involvement across home, school, and community environments using one outcome measure provides valuable information for programming, intervention planning, and potential environment modifications that could improve participation in children with CP.