pegs assessment review.doc

8/14/2019 PEGS Assessment Review.doc

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The Perceived Efficacy and Goal Setting System (PEGS)

Authors: Cheryl Missiuna, ancy Polloc! and Mary "a#

P$%P&SE: The PEGS is designed to enable young children with disabilities to self-report their

perceived competence in everyday activities and to set goals for intervention. Theinformation gathered from this report can help therapists create meaningful andengaging treatment programs. This PEGS was designed primarily for occupationaltherapists working in the area of pediatrics. Other professionals e.g. PT! schoolpsychologist or educational professionals" may also be interested in using this. Thisassessment is based upon the All About Me #issiuna! $%%&" measure.

P&P$"AT'& : #ost appropriate for children who are chronologically or developmentally at a ' ( %year-old level. )t can be used with children of all type of disabilities and severity! aslong as they can formulate a response.

TEST MATE%'A": The PEGS includes*#anual

+ set of ', cards , pairs"hild Score sheet includes the Summary Score Sheet"aregiver /uestionnaire

Teacher /uestionnaireard Placematsolourful Sticky 0otes

T'ME T& A M' : 1, ( , minutes to administer Teacher and caregiver 2uestionnaire take appro3imately 4 ( $, minutesScoring takes about $, minutes

TEST C&MP& E TS: The items of the test are grouped into three categories* self-care! school5productivityand leisure.

A M' ST%AT'& : Specific administration process is in page $' ( 14 of the manual! along with specificwording.

Child 'ntervie#: The placemats are arranged in a 6forced choice format7 andadministration begins with two sample items designed to teach the child thisconcept. Elaboration and discussion around the child8s response is encouraged toensure the selection process is clear to the child.

9or each item! the child first has to choose which child card" is most like him or herand then indicate whether the child card" is a lot or a little like him or her. )tems $ (1: are the scored items do not include the sample item". 9or each item! place theappropriate cards in front of the child! making sure the card with the asterisk isalways on the left. Point to each card and read the statement below the card. )t is allright to use alternative wording to convey the idea as well.

;hen the child identifies which card depicts the child who is more like him or her!remove the card that is not selected and place it off to the side. Then! ask the childwhether he or she is a lot or a little like the child on the remaining card. )f necessary!discuss the child8s choices. +fter each item! record the score for that item on the

hild Score Sheet! and place the card selected on the appropriate placement in thecorrect pile. The scoring is as follows*

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A"' 'T-: The test items for the predecessor All About Me tool were drawn fromdevelopmental literature and from other measures of self-concept and perceivedefficacy. The items have been revised over the course of the development of PEGSusing feedback from e3pert clinicians and from participating children. )n thestandardi@ation study for PEGS n = $$:"! 14 occupational therapists OT" confirmedthat the items in PEGS were relevant for the children who were going to receive OTintervention. Other e3amples of validity in the manual are primarily based on the All

About Me predecessor.#oderate correlation between All About Me and the DT #) r=.'?" andFOT#P r = .: "

All About Me and PCSA highly correlated r = .&," in regards to assessing achild8s perceived competence

All About Me was a valid measure to distinguish between children with andwithout motor impairments e.g. children in the D D group had mean scoresthat were two to three standard deviations below the scores of the matchedgroup"

%E"'A.'"'T-: Internal Consistency: information only provided for predecessor tool All About Me Test-Retest: information only provided for predecessor tool All About Me r = ,.::" Goal Stability: children8s goals appear to be stable over time

pegs assessment review.doc

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