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Child and Adolescent Scale of Participation (CASP)
Availability
Please visit this website for more information about the instrument: Child and Adolescent Scale of Participation
Classification
Supplemental: Mitochondrial Disease (Mito) and Traumatic Brain Injury (TBI)
 
Exploratory: Cerebral Palsy (CP), Spinal Cord Injury (SCI)-Pediatric, and Sport-Related Concussion (SRC) Subacute (after 72 hours to 3 months) and Persistent/Chronic (3 months and greater post concussion)
Short Description of Instrument
The CASP is a parent/guardian report that was designed to identify factors that influence a child’s participation in activities in multiple settings including home, school and community. The measure has 20 items which address social and leisure activities, school activities, independent and daily living activities.
 
The instrument is appropriate for use with children ages 3–21 years.
The CASP is completed by the parent/guardian and takes 10 to 15 minutes to complete.
Scoring
Twenty items are rated on a 4-point Likert scale. A score on a 100-point scale is generated by summing the scores, dividing the sum by the sum of all applicable items, and multiplying by 100. Higher scores indicate greater age-expected participation. Subsection scores can also be determined.
Rationale/Justification
“The CASP has been used in studies with children and youth with TBI in the U.S. and worldwide.” – McCauley et al. 2012
The utility of the CASP for sport-related concussion is not clear. The CASP has been used in one study of pediatric concussion (not sport-related concussion specific) and did not discriminate between youth with concussion and youth with orthopedic injury.
References
Bedell G. Further validation of the Child and Adolescent Scale of Participation (CASP). Dev Neuro Rehabil. 2009;12(5):342–351.
 
Bedell GM. Developing a follow-up survey focused on participation of children and youth with acquired brain injuries after discharge from inpatient rehabilitation. Neuro Rehab. 2004;19(3):191–205.
 
Bedell GM, Dumas HM. Social participation of children and youth with acquired brain injuries discharged from inpatient rehabilitation: a follow-up study. Brain Inj. 2004;18(1):65–82.
 
Elliott SN, Gresham FM, Freeman T, McCloskey G. Teacher and Observer Ratings of Children's Social Skills: Validation of the Social Skills Rating Scales. J Psychoeduc Assess. 1988;6(2):152–161.
Galvin J, Froude EH, McAleer J. Children's participation in home, school and community life after acquired brain injury. Aus Occup Ther J. 2010;57(2):118–126.
 
McCauley SR, Wilde EA, Anderson VA, Bedell G, Beers SR, Campbell TF, Chapman SB, Ewing-Cobbs L, Gerring JP, Gioia GA, Levin HS, Michaud LJ, Prasad MR, Swaine BR, Turkstra LS, Wade SL, Yeates KO. Recommendations for the use of common outcome measures in pediatric traumatic brain injury research. J Neurotrauma. 2012;29(4):678–705.
 
Shultz EL, Hoskinson KR, Keim MC, Dennis M, Taylor HG, Bigler ED, Rubin KH, Vannatta K, Gerhardt CA, Stancin T, Yeates KO. Adaptive functioning following pediatric traumatic brain injury: Relationship to executive function and processing speed. Neuropsychology. 2016;30(7):830–840.
Wells R, Minnes P, Phillips M. Predicting social and functional outcomes for individuals sustaining paediatric traumatic brain injury. Dev Neurorehabil. 2009;12(1):12–23.
Ziviani J, Desha L, Feeney R, Boyd R. Measures of Participation Outcomes and Environmental Considerations for Children With Acquired Brain Injury: A Systematic Review. Brain Impair. 2010;11(2):93–112.
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