I. Descriptive Information
Title, Edition, Dates of Publication and Revision Author (s)
Children’s Assessment of Participation and Enjoyment (CAPE)
Published in 2004 by Harcourt Assessment, Inc., San Antonio TX, USA.
Authors: Gillian King, PhD, Mary Law, PhD, OT Reg (ONT), Susanne King, MSc, Patricia Hurley, BA, Peter Rosenbaum, MD, FRCP, Steven Hanna, PhD, Marilyn Kertoy, PhD, Nancy Young, PhD
Costs (booklets, forms, kit): CAPE complete kit: $133.25
Purpose: The CAPE is comprised of 55 questions that are used to look at how children and youth participate in everyday activities outside of their school classes. This assessment looks at 5 dimensions of participation, including: diversity (number of activities done), intensity (frequency of participation measured as a function of the number of possible activities within a category), enjoyment of activities, and the context in which children and youth participate in these activities (with whom and where they participate).
Type of Test: Self administered and interviewer-assisted versions of the questionnaire
Target Population and Ages: Ages 6-21 (with and without disabilities)
Time Requirements – Administration and Scoring: The questionnaire takes approximately 30-45 minutes to complete, depending on the number of activities the child does. There are 3 levels of scoring for the CAPE: overall participation scores, scores for two domains (formal and informal activities), and scale scores for five types of activities (recreational, active physical, social, skill based, and self-improvement). Scores can be calculated for these levels for each of the 5 dimensions of participation obtained from the questionnaire (diversity, intensity, enjoyment, with whom and where).
II. Test Administration
Administration: The test is either self-administered or interviewer-assisted.
Scoring: Scores for the subscales may be obtained for mean intensity (frequency) and mean enjoyment. Also, the diversity may be calculated. Total diversity scores range from 0 to 55 and intensity scores range from 1 to 7.
Type of information, resulting from testing: The CAPE examines an individual’s day-to-day participation for purpose of intervention planning or measuring outcomes.
Environment for Testing: In a setting that allows focus on individual patient with adequate lighting to ensure proper observation
Equipment and Materials Needed: Researcher needs to buy the CAPE Kit before administering.
Examiner Qualifications: Any clinician with expertise to observe/score include, but is not limited to a pediatrician, pediatric neurologist, pediatric nurse, pediatric developmental psychologist, pediatric physiatrist, pediatric intensivist, and/or pediatric respiratory therapist may be suitable for observation.
Psychometric Characteristics: enjoyment of activities and context of activities performed
Standardization/normative data:
Evidence of Reliability: Test-retest reliability range from 0.72 to 0.81
Evidence of Validity: Correlations that have been reported as evidence of construct validity were smaller in magnitude than expected (most falling in the 0.10 to 0.20 range); however, 70% of the significant correlations were predicted.
Strengths: The CAPE directly measures participation and does not confound participation with competence or amount of assistance.
Weaknesses: costly, administration depends on the child’s ability to fill out a questionnaire
Clinical Applications: This measure can be used to examine the influence of skill, support, and opportunity-based interventions on children’s participation, as well as the influence of impairments and environmental factors.
References of Review:
King G, Law M, et al. Children’s Assessment of Participation and Enjoyment (CAPE) and Preferences for Activities of Children (PAC). Harcourt Assessment, Inc., San Antonio, TX, USA. 2004.
King G, Law M, et. al. Measuring children’s participation in recreation and leisure activities: construct validation of the CAPE and PAC. Child: care, health and development: 33 (1) 28-39.
Summary:
In the study performed by Majnemer, et. al, the purpose was to characterize participation in leisure activities in the specific population of children with cerebral palsy, and to also identify determinants of greater involvement. The authors obtained results from sixty-seven of ninety-five children with CP who were recruited (average age 9.7 years, SD 2.1 years). Most of the children had mild motor dysfunction (Gross Motor Function Classification System: 49% level I, 23% level I, 18% levels III-V) and had a spastic subtype of CP (23 hemiplegia, 17 diplegia, 16 quadriplegia, 11 other).
Results from this study showed that these children were actively involved in a wide range of leisure activities and experienced a high level of enjoyment. However, the involvement was lower in skill-based and active physical activities as well as community-based activities. It was found that mastery motiviation adn involvement in rehabilitation services enhanced involvement (intensity and diversity) in particular leisure activites, whereas cognitive and behavioral difficulties, activity limitations, and parental stress were obstacles to participation.
Reference for Summary:
Majnemer A, et. al. Participation and enjoyment of leisure activities in school-aged children with cerebral palsy. Developmental Medicine and Child Neurology. 2008, 50: 751-758.