ArticleThe British journal of occupational therapy2025
Key elements of Goal-Directed Training for children with cerebral palsy: A qualitative content analysis.
Article in The British journal of occupational therapy, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Effects of Virtual Reality-Based Intervention Combined With Conventional Therapy on Upper-Limb Function in Children With Hemiplegic Cerebral Palsy: Systematic Review and Meta-Analysis of Randomized Controlled Trials.JMIR serious games · 2026Review
- Neurorehabilitation for cognitive and motor recovery: mechanisms, interventions, and translational advances.Frontiers in neurology · 2026Review
- Defining Goal-Directed Training for Children with Cerebral Palsy: A Scoping Review and Framework for Implementation.Children (Basel, Switzerland) · 2025Review
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Authors and funding
5 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Background: Goal-directed training is an evidence-based occupational therapy intervention for children with cerebral palsy targeting motor performance and goal attainment. There is variability and limited description on goal-directed training delivery within the studies who found it a successful intervention. The aim of this study was to establish the who, what, why and how of goal directed training according to practicing occupational therapists. Methods: Occupational therapists currently delivering goal-directed training to children with cerebral palsy were recruited. Qualitative data were collected from structured, open-ended interviews and analysed through content analysis. Themes and consensus answers were elicited and mapped to the Template for Intervention Description and Replication checklist. Results: Four key elements were identified as essential for goal-directed training: goal setting, task analysis, active intervention and evaluation. Within each area, occupational therapists provided rich descriptions of what these elements looked like in practice. Despite having a clear understanding of goal-directed training, some barriers to implementation were identified. Conclusion: Occupational therapists identified key elements and barriers to implementing goal-directed training in their practice. It is recommended that further support and training is provided to ensure that occupational therapists deliver goal-directed training with high fidelity.
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