Child‐led goal setting and evaluation tools for children with a disability: A scoping review

Abstract

AbstractAimTo examine child‐led goal setting and evaluation tools and approaches for children with a disability or developmental delay.MethodSix databases were searched for studies that included population (children aged less than 18 years with disability or developmental delay); construct (child‐led goal setting tool or approach); and context (developmental therapy or rehabilitation). The utility of tools and approaches across the goal setting and evaluation process was investigated using abductive content analysis.ResultsFifty articles met the inclusion criteria. Three approaches and four tools for child‐led goal setting and evaluation were identified. No studies reported the clinimetric properties of tools specifically for child self‐respondents. Qualitative analysis revealed six distinct goal phases in which tools and approaches were used, which were synthesized into a new framework for child‐led goal setting and evaluation titled DECIDE: Direct children to goal setting; Elicit goal topics and priorities; Construct a goal statement; Indicate baseline goal performance; Develop an action plan to address the goal; and Evaluate goal progress after the intervention.InterpretationChildren actively participated in goal setting and evaluation across six DECIDE goal phases. Further clinimetric information is required to support use of goal setting and evaluation tools with child self‐respondents. Future research should emphasize the development of multi‐phase goal setting tools and approaches for diverse populations of children.