Increased families` perceived knowledge and

Increasing families’ perceived knowledge and competence at managing DCD: Working with parents and clinicians to share an online evidence-­‐based workshop Chantal Camden1,2,3, Dana Anaby4, France Léger3,5, Marie-­‐Chantal Rhéaume5, Marie-­‐Ève Langevin6, Caroline Rémillard, Camille Gauthier-­‐Boudreault2, Véronique Foley2, Keiko Shikako-­‐Thomas1, Lisa Rivard1, AudeZe Sylvestre6, Robin Gaines7, Cheryl Missiuna1 1. CanChild Centre for Childhood Disability Research, McMaster University; 2. Sherbrooke University; 3. Centre de Réadapta0on Estrie; 4. McGill University; AQED (Associa0on Québécoise des Enfants Dyspraxiques); 5. IRDPQ (Ins0tut de Réadapta0on en Déficience Physique de Québec; 6. Université Laval & CIRRIS; 7. OZawa University & CHEO Background
•  Developmental Coordina0on Disorder (DCD) is a prevalent health condi0on that impacts on daily func0oning of children and increases the risk for preventable secondary health issues •  DCD is chronic; strategies are needed to build capacity among families and stakeholders •  Few tools are available to transfer knowledge to families about how to effec0vely manage DCD •  CanChild developed an online evidence-­‐based workshop (canchild.ca); the workshop was only available in English and no evalua0on was done to document how the workshop could be disseminated or to evaluate its impact on families and stakeholders Results
•  Over 6 months, 3 681 persons visited theonline workshop; 170, 126 and 90 par0cipants completed the pre, post and follow up ques0onnaires, respec0vely •  Table 1 presents par0cipants’ characteris0cs; most par0cipants heard about the study through the DCD parents associa0on (42%) or through the Internet (50%) •  Table 2 presents 2 out of the 14 items evalua0ng self-­‐reported knowledge and skills that increased significantly (p<0.001) following workshop comple0on and one that did not Study objec0ves were to translate the workshop into French, to evaluate change in parents’ perceived knowledge and competence managing their children, and to explore the impact on daily life following comple0on of the online workshop. Methods
•  Design: A collabora0ve research using pre-­‐post mixed methods •  Public involvement: A working commiZee including representa0ves of two clinical centers and a DCD parent associa0on met monthly to overview the study and facilitate recruitment •  Data collec0on: Par0cipants were invited to complete online ques0onnaires before and afer comple0on of the workshop, and three months later (ques0onnaires included close-­‐ and open-­‐ended ques0ons; 19 ques0ons using a 7-­‐point Likert scale were included in all ques0onnaires to document changes in perceived knowledge and management of DCD) •  Analysis: Descrip0ve (frequencies and T-­‐Test) and thema0c analyses were performed Acknowledgements
The Edith Strauss Founda0on at McGill University for their financial support The AQED (Associa0on Québécoise des Enfants Dyspraxiques): hZp://www.dyspraxie-­‐aqed.ca/ The CRE hZp://www.centredereadapta0onestrie.org/ & The IRDPQ hZp://www.irdpq.qc.ca/ •  Par0cipants were sa0sfied with the workshop and par0cularly appreciated the videos and the PDFs. They reported sharing informa0on with others and modifying altudes (e.g., being more suppor0ve) and daily rou0nes (e.g., homework) to beZer support children with DCD. Conclusion
•  French online evidence-­‐based tools can reach many families and other community partners, and can help them to support children and manage the consequences of DCD •  Clinicians and the DCD Parent Associa0on greatly appreciated having access to this tool to share with families, as it helped them to support parents who were less familiar with DCD