Validity and reliability of the Perceived Efficacy and Goal Setting System (PEGS) for Brazilian children

Ruggio, Carina Iracema Bigonha; Missiuna, Cheryl; Costa, Samara de Araújo; Araújo, Clarice Ribeiro Soares; Magalhães, Lívia de Castro

doi:10.4322/2526-8910.ctoAO1702

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Original Article • Cad. Bras. Ter. Ocup. 26 (04) • Dec 2018 • https://doi.org/10.4322/2526-8910.ctoAO1702 copy

Validity and reliability of the Perceived Efficacy and Goal Setting System (PEGS) for Brazilian children

Validade e confiabilidade do Perceived Efficacy and Goal Setting System (PEGS) para crianças brasileiras

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Introduction:

The engagement in client-centered practice requires instrumentation that allows the participation of the child and family in the definition of treatment goals.

Objective:

The aim of the present study was to pilot a translated version of the Perceived Efficacy and Goal Setting System (PEGS) and determine its validity and reliability for clinical use with Brazilian children.

Method:

Eighty children six to nine years old (40 public school children and 40 private school children), as well as their caregivers and teachers, completed the PEGS.

Results:

The children understood the pictures and interview procedures. Caregivers and teachers reported no difficulties in understanding the questionnaires. Gender, age, and type of school had no significant influence over the children’s scores. Cultural influence on the response to two items was identified but could be resolved with extra explanation. Stability of the goals was supported and the children, caregivers, and teachers appear to share views regarding the overall abilities of the children.

Conclusion:

The PEGS has potential for clinical use with Brazilian children, but clinicians should be aware that some items require further instructions. The usefulness of the PEGS as a tool to promote client-centered practice among Brazilian occupational therapists should be investigated.

Keywords:
Reproducibility of Results; Self-assessment; Goals; Children

	Goals	Private school	Public school
Child		n = 38*	n = 29*
	Cutting food	11 times	10 times
	Playing videogames	10 times	-
	Riding a bicycle	10 times	-
	Making cutouts	8 times	5 times
	Finishing homework	7 times	5 times
	Catching a ball	-	8 times
	Writing	-	4 times
	Drawing	-	4 times
Caregiver		n = 35*	n = 15*
	Better handwriting	10 times	11 times
	Riding a bicycle	9 times	-
	Cutting food	-	7 times
	Tying shoes	5 times	-
	Drawing	-	5 times
Professor		n = 20*	n = 15*
	Better handwriting	10 times	6 times
	Using scissors	4 times	-
	Desk more organized	3 times	3 times
	Painting/coloring	3 times	-
	Tying shoes	3 times	-
	Drawing	-	2 times
	Finishing homework	-	2 times

	N	Child	Median	Caregiver	Median	Teacher	Median
	N	Mean	Median	Mean	Median	Mean	Median
Gender
Female	40	86.30	89.00	88.10	90.00	70.15	72.00
Male	40	87.08	90.00	86.18	87.00	70.15	72.00
Age
6	20	86.95	89.00	87.15	87.50	68.10	70.50
7	20	87.35	88.50	86.25	87.50	68.90	69.00
8	20	86.90	89.00	85.50	87.00	70.50	74.50
9	20	85.55	87.50	89.65	91.50	73.10	73.50
School
Private	40	85.05	88.00	87.13	88.00	72.18	74.50
Public	40	88.33	90.00	87.15	88.00	68.13	71.00
Total	80	86.69	89.00	87.14	88.00	70.15	72.00
Total	80	(±8.07)	89.00	(±6.82)	88.00	(±8.64)	72.00
Total Percentage Score	80	90.39%	92.71%	91.04%	91.67%	89.92%	92.50%
Total Percentage Score	80	(±8.33%)	92.71%	(±6.93%)	91.67%	(±11.06%)	92.50%

Item do PEGS	Child	Caregiver	Teacher	Child-Caregiver		Child-Teacher		Caregiver-Teacher
Catching a ball	3.26	3.78	3.64	0.096	58%	0.305	64%	0.278	73%
Cutting food	3.26	2.87	-	0.280	43%	-	-	-	-
Sports	3.59	3.69	3.59	0.378	70%	0.194	60%	0.361	71%
Playing videogames	3.25	3.70	-	0.194	63%	-	-	-	-
Finishing homework on time	3.54	3.41	3.41	0.314	63%	0.409	68%	0.412	63%
Making things with the hands	3.63	3.85	3.69	0.089	76%	0.056	64%	0.027	73%
Participating in games and sports	3.81	3.56	3.64	0.251	66%	0.120	73%	0.229	68%
Tying shoes	3.73	3.45	3.54	0.183	75%	0.127	72%	0.322	68%
Making cutouts	3.43	3.63	3.55	0.105	54%	0.327	65%	0.206	63%
Playing in the playground	3.85	3.80	3.69	0.137	83%	0.075	78%	-0.010*	74%
Buttoning	3.71	3.83	-	0.082	78%	-	-	-	-
Using the computer	3.71	3.67	3.63	0.379	76%	-0.045	63%	0.196	69%
Organizing page numbers	3.76	3.69	3.56	-0.008*	71%	-0.001*	66%	0.357	67%
Riding a bicycle	3.48	3.47	-	0.558	73%	-	-	-	-
Dressing	3.79	3.88	3.78	**	78%	-0.013*	72%	0.017	78%
Ball games	3.56	3.73	3.58	0.351	73%	0.135	64%	0.157	68%
Writing	3.59	3.41	3.31	0.371	63%	0.381	65%	0.425	61%
Using a zipper	3.73	3.88	3.80	0.021	75%	0.000	74%	-0.003*	83%
More organized desk	3.83	3.47	3.50	0.008	59%	0.012	69%	0.345	62%
Coloring/painting	3.70	3.81	3.50	0.037	74%	0.038	65%	-0.006*	65%
Drawing	3.81	3.66	3.54	0.347	78%	0.288	73%	0.376	70%
Jumping rope	3.50	3.61	3.63	0.369	70%	0.059	58%	0.223	66%
Kicking a ball	3.55	3.62	3.59	0.226	68%	0.079	61%	0.205	67%
Running	3.73	3.95	3.74	-0.001*	83%	0.017	69%	Error*	78%

Universidade Federal de São Carlos, Departamento de Terapia Ocupacional Rodovia Washington Luis, Km 235, Caixa Postal 676, CEP: , 13565-905, São Carlos, SP - Brasil, Tel.: 55-16-3361-8749 - São Carlos - SP - Brazil
E-mail: cadto@ufscar.br

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[1] Corresponding author:
Samara de Araújo Costa, Universidade Federal de Minas Gerais, Departamento de Terapia Ocupacional, Av. Antônio Carlos, 6627, CEP 31270-901, Belo Horizonte, MG, Brasil, e-mail: samaracosta.to@gmail.com