Associação de fatores ambientais na participação em casa de crianças e adolescentes com síndrome de Down : estudo transversal

Abstract

Introduction: Children and adolescents who have some type of disability, such as Down syndrome (DS), may be less involved in participating in daily activities, and contextual factors involve personal and environmental factors and environmental factors can be facilitators or barriers to functionality, thus favoring or restricting their participation. However, it is not known whether environmental factors are associated with restricted participation in children and adolescents with DS, in an assessment based on the International Classification of Functioning, Disability and Health (ICF). Objectives: To verify associations between participation at home and environmental factors in children/adolescents with DS and to verify whether environmental factors predict participation. Methods: Fifty-two children/adolescents with DS (mean age 9.12±4.31) were remotely evaluated regarding: i) participation at home (Participation and Environment Measure (YC-PEM and PEM-CY) - part participation); ii) environmental factors (environmental support for participation at home (YC-PEM and PEM-CY- part environment), social support perceived by the caregiver (Social Support Scale), caregiver education and family economic classification (ABEP), considering 5% significance Spearman correlation analysis and multiple linear regression were performed.Results: There was a weak correlation between the average involvement in participation with the support of the home environment (r= .275; p= .048). linear regression, there were significant results and the environmental variables together explained 5% of the outcome of frequency in participation at home, and 8.6% of the involvement in participation at home. In the outcome of involvement, only the last model with the variable of support from environment was significant, predicting 8.2% of participation.Conclusion: The supportive environment of the home is associated with greater involvement in participation at home, reinforcing the important role of the environment for the functionality of creating children/adolescents with DS.