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Preschool Children With Mild to Moderate Developmental Difficulties:

(Calculated from Rosenberg, Jarus & Bart, 2010; n= 100; Young preschoolers¡¯ group mean age = 4.48 ; Older preschoolers¡¯ group mean age = 5.65)

Preschool Children With Mild to Moderate Developmental Difficulties:

(Calculated from Rosenberg, Jarus & Bart, 2010)

Preschool Children With and Without Disabilities

(Rosenberg, Jarus & Bart, 2010)

Preschool Children With Mild to Moderate Developmental Difficulties:

(Rosenberg, Jarus & Bart, 2010)

• Test-retest reliability: (ICC = .84 to .90)

Preschool Children With Mild to Moderate Developmental Difficulties:

(Rosenberg, Jarus & Bart, 2010)

• Adequate intensity (Cronbach¡¯s alpha = 0.79)

• Excellent independence (Cronbach¡¯s alpha = 0.89)

• Excellent child enjoyment (Cronbach¡¯s alpha = 0.88)

• Excellent parent satisfaction (Cronbach¡¯s alpha 0.90)

Children with and without Disabilities:

(Rosenberg, Jarus & Bart, 2010)

• A significant interaction effect was found for group and family income in the participation diversity measure (p < 0.05)

• A significant main effect for family income was found for the participation intensity measure (p < 0.001), independence measure (p < 0.05), and child enjoyment (p < 0.05)

Children with and without Disabilities:

(Rosenberg, Jarus & Bart, 2010)

• No significant interaction effect was found for group and age

• A significant main effect was found for total participation diversity (p < 0.05) and total independence level (p < 0.01)

• No significant main effect was found for intensity, child enjoyment, and parent satisfaction

• A significant main effect for group was found in that children with disabilities participated in fewer activities (p < 0.001), in lower frequencies (p < 0.001), were less independent (p < 0.001), experienced decreased enjoyment (p < 0.001), and their parents were less satisfied with their enjoyment (p < 0.001).

Preschool Children With Mild to Moderate Developmental Difficulties

(Rosenberg, Jarus & Bart, 2010)

• Excellent correlations between diversity and IADL (r= 0.67), social participation (r= 0.71), and education (r= 0.68).

• Excellent correlations between intensity total and leisure (r= 0.75), and social participation (r= 0.63)

• Adequate correlations between intensity total and IADL (r= 0.53), play (r= 0.57), and education (r= 0.5)

• Poor correlation between intensity total and ADL (r= 0.18)

• Excellent correlations between independence total and ADL (r= 0.62), IADL (r= 0.64), play (r= 0.67), leisure (r= 0.82), social participation (r= 0.72), education (r= 0.7)

• Excellent correlations between child enjoyment total and ADL (r= 0.68), IADL (r= 0.62), play (r=0.62), leisure (r=0.77), social participation (r=0.63), education (r=0.75)

• Excellent correlations between parent satisfaction and ADL (r= 0.67), IADL (r= 0.65), play (r= 0.73), leisure (r= 0.82), social participation (r= 0.73), and education (r= 0.74) 

• Adequate correlations between diversity and play (r=0.40) and leisure (r=0.51)

• Adequate correlations between intensity total and IADL (r=0.53), play (r=0.57), and education (r= 0.50)

• Poor correlations between diversity and ADL (r=0.16)

• Poor correlation between intensity total and ADL (r=0.18)

Convergent Validity:

Spearman correlations between the CPQ and the Vineland Adaptive Behavior Scale (VABS) measures for children without developmental disabilities

(Rosenberg, Jarus & Bart, 2010; n= 108; Mean Age= 4-6.11)

• Adequate correlation between VABS Communication and participation diversity (r= 0.42)

• Poor correlation between VABS Communication and independence level (r= 0.29), participation intensity (r= 0.18), child enjoyment (r= 0.16), and parent satisfaction (r= 0.10).

• Adequate correlation between VABS ADL and participation diversity (r= 0.40), participation intensity (r= 0.47), independence level (r= 0.55), child enjoyment (r= 0.41), and parent satisfaction (r=.33).

• Adequate correlation between VABS Socialisation and participation diversity (r=0.36), participation intensity (r=0.36), independence level (r=0.36)

• Poor correlation between VABS Socialisation and child enjoyment (r=0.21) and parent satisfaction (r=0.20)

• Adequate correlation between VABS Motor and participation diversity (r= 0.38), participation intensity (r= 0.41), independence level (r= 0.46)

• Poor correlation between VABS Motor and child enjoyment (r= 0.24), parent satisfaction (r= 0.22)

Spearman correlations between the Environmental Restriction Questionnaire (ERQ) factors and the CPQ measures

(Rosenberg, Jarus, Ratzon, & Bart, 2010)

• Poor correlation between the ERQ and CPQ for home and participation diversity (r=-0.13).

• Poor correlation between the ERQ and CPQ for home and participation intensity (r=-0.22).

• Adequate correlation between the ERQ and CPQ for home and independence level (r=-.37).

• Poor correlation between the ERQ and CPQ for home and child enjoyment (r=-.26).

• Adequate correlation between the ERQ and CPQ for home and parent satisfaction (r=-.32).

• Poor correlation between the ERQ and CPQ for community and participation diversity (r=-.15).

• Poor correlation between the ERQ and CPQ for community and participation intensity (r=-.14).

• Poor correlation between ERQ and CPQ for community and independence level (r=-.15).

• Poor correlation between the ERQ and CPQ for community and child enjoyment (r=-.08)

• Poor correlation between the ERQ and CPQ for community and parent satisfaction (r=-.13)

• Poor correlation between the ERQ and CPQ for education and participation diversity (r=-.08)

• Poor correlation between the ERQ and CPQ for education and participation intensity (r=-.22)

• Poor correlation between the ERQ and CPQ for education and independence level (r=-.30)

• Poor correlation between the ERQ and CPQ for education and child enjoyment (r=-.26)

• Adequate correlation between the ERQ and CPQ for education and parent satisfaction (r=-.35)

Content validity of the CPQ was determined by six pediatric occupational therapists and three occupational therapy academic researchers. Their feedback on the initial CPQ caused the authors alter their items and measurement scales slightly. Following these alterations, three pediatric occupational therapy teams pilot tested the questionnaire with a group of 20 parents (10 with children in the study, 10 with children not in the study). Parent feedback on the revised CPQ was that the categories addressed all aspects of the child¡¯s life. Parent feedback also assisted in final wording. Once this process was complete, the authors designed a final version. (Rosenberg, Jarus, & Bart, 2010)

Preschool Children With Mild to Moderate Developmental Difficulties

(Rosenberg, Jarus & Bart, 2010)

• Authors accounted for ceiling effect by increasing measurement scales from 1-4 to 1-6 to increase variability in the final version

Test-Retest Reliability:

(Amini, Mehraban, Rostamzadeh, & Mehdizadeh, 2017; n= 120; Mean Age= 5.1, Iranian translation)

• Excellent test-retest reliability in diversity and self care: (ICC= 0.96)

• Excellent test-retest reliability in intensity and self-care (ICC= 0.97)

• Excellent test-retest reliability in independence level and self care (ICC= 0.99)

• Excellent test-retest reliability in child enjoyment and self-care (ICC= 0.96)

• Excellent test-retest reliability in parent satisfaction and self-care (ICC= 0.92)

• Excellent test-retest reliability in diversity and home participation (ICC=0.92)

• Excellent test-retest reliability in intensity and home participation (ICC=0.98)

• Excellent test-retest reliability in independence level and home participation (ICC=0.98)

• Excellent test-retest reliability in child enjoyment and home participation (ICC=0.96)

• Excellent test-retest reliability in parent satisfaction and home participation (ICC=0.97)

• Excellent test-retest reliability in play and diversity (ICC= 0.98)

• Excellent test-retest reliability in play and intensity (ICC= 0.99)

• Excellent test-retest reliability in play and independence level (ICC= 0.99)

• Excellent test-retest reliability in play and child enjoyment (ICC= 0.98)

• Excellent test-retest reliability in play and parent satisfaction (ICC= 0.99)

• Excellent test-retest reliability in diversity and leisure (ICC=0.96)

• Excellent test-retest reliability in intensity and leisure (ICC=0.98)

• Excellent test-retest reliability in independence level and leisure (ICC=0.98)

• Excellent test-retest reliability in child enjoyment and leisure (ICC=0.96)

• Excellent test-retest reliability in parent satisfaction and leisure (ICC=0.95)

• Excellent test-retest reliability in social participation and diversity (ICC= 0.92)

• Excellent test-retest reliability in social participation and intensity (ICC= 0.99)

• Excellent test-retest reliability in social participation and independence level (ICC= 0.98)

• Excellent test-retest reliability in social participation and child enjoyment (ICC= 0.96)

• Excellent test-retest reliability in social participation and parent satisfaction (ICC= 0.96)

• Excellent test-retest reliability in educational environment and diversity (ICC= 0.96)

• Excellent test-retest reliability in educational environment and intensity (ICC= 0.99)

• Excellent test-retest reliability in educational environment and independence level (ICC= 0.99)

• Excellent test-retest reliability in educational environment and child enjoyment (ICC= 0.98)

• Excellent test-retest reliability in in educational environment and parent satisfaction (ICC= 0.97)

Internal Consistency:

(Amini et al., 2017)

• Excellent internal consistency between diversity and self-care (r=0.66), home participation (r=0.99), play (r=0.70), leisure (r=0.77), social participation (r=0.67), educational environment (r=0.77)

• Excellent internal consistency between intensity and self-care (r=0.66), home participation (r=0.99), play (0.70), leisure (0.77), social participation (r=0.70), educational environment (r=0.77)

• Excellent internal consistency between independence level and self-care (r=0.79), home participation (r=0.64), play (r=0.81), leisure (r=0.77), social participation (r=0.76), educational environment (r=0.85)

• Excellent internal consistency between child enjoyment and self care (r=0.77), home participation (r=0.66), play (r=0.86), leisure (r=0.76), social participation (r=0.67) and educational environment (r=0.80)

• Excellent internal consistency between parent satisfaction and self care (r=0.80), home participation (r=0.76), play (r=0.82), leisure (r=0.76), social participation (r=0.69) and educational environment (r=0.79).

Convergent Validity: 

Spearman correlations between the I-CPQ and VABS subscales of children with cerebral palsy

(Amini et al., 2017)

• Adequate correlation between VABS communication and diversity (r=0.42)

• Poor correlation between VABS communication and intensity (r=0.16), independence level (r=0.30), child enjoyment (r=0.21), and parent satisfaction (r=0.10)

• Adequate correlation between VABS ADL and diversity (r=0..40), intensity (r=0.52), independence level (r=0.58), child enjoyment (r=0.40), and parent satisfaction (r=0.35).

• Adequate correlation between VABS socialization and diversity (r=0.38), intensity (r=0.42), independence level (r=0.38), child enjoyment (r=0.43), and parent satisfaction (r=0.50).

• Adequate correlation between VABS motor and diversity (r=0.40), intensity (r=0.38), independence level (r=0.46)

• Poor correlation between VABS motor and child enjoyment (r=0.28) and parent satisfaction (r=0.30)