Perceived Efficacy and Goal-Setting System

The Perceived Efficacy and Goal Setting System (PEGS) enables young children with disabilities to self-report their perceived competence in everyday activities and to set goals for intervention (Missiuna, Pollock, & Law, 2004).

Link to Instrument

Acronym PEGS

Area of Assessment

Activities of Daily Living
Life Participation
Occupational Performance
Self-efficacy

Assessment Type

Patient Reported Outcomes

Administration Mode

Paper & Pencil

Cost

Actual Cost

Cost Description

Includes a kit with manual, cards, and score forms

Populations

Key Descriptions

Number of Items

27 paired items

2 sample card pairs

1 blank card pair

Equipment Required

Time to Administer

Required Training

Reading an Article/Manual

Age Ranges

Instrument Reviewers

Initially reviewed by University of Illinois at Chicago Master of Science in Occupational Therapy students Kevin Jorgensen, Bianca Joseph, and Ryan Walsh.

ICF Domain

Body Function
Body Structure
Participation
Activity

Measurement Domain

Activities of Daily Living
General Health

Considerations

Social and family

Pediatric Disorders

Test/Retest Reliability

Children with Impairments: (Missiuna, Pollock, & Law, 2004; n = 24; Mean Age = 7.0 (0.55); Canadian sample)

*Test-retest reliability statistical figures are based on testing of items from the All About Me (AAM) assessment that are used as PEGS assessment items.

Children with Developmental Coordination Disorder: (Engel-Yeger & Hanna Kasis, 2010; n = 37; Mean Age = 7.57 (1.05); Arab-Israeli sample)

Internal Consistency

Child semi-structured Interview:

Children with Impairments: (Missiuna et al., 2004)

*Internal consistency statistical figures are based on testing of items from the All About Me (AAM) assessment that are used as the PEGS assessment items.

Children with Impairments: (Missiuna, Pollock, Law, Walter, & Cavey 2006; n = 117; Canadian sample)

Healthy Children: (Ricon, Hen & Keadan-Hardan, 2013; n = 62; Mean Age = 5.16 (.92); Arab-Israeli sample)

Caregiver Questionnaire:

Parents of Healthy Children: (Ricon, Hen, & Keadan-Hardan, 2013; Mean (Standard Deviation) Age of Mother = 31.23 (4.63); Mean (Standard Deviation) Age of Father = 35.24 (4.37); Arab-Israeli sample)

Criterion Validity (Predictive/Concurrent)

Predictive Validity:

Children with Normal Hearing: (Engel-Yeger & Weissman, 2009; n = 26; Mean (Standard Deviation) Age = 6.56 (1.41); Arab-Israeli sample)

Concurrent Validity:

Healthy Children: (Ricon, Hen, & Keadan-Hardan, 2013)

Construct Validity

Convergent Validity:

Children with Impairments: (Missiuna et al., 2006)

Children Aged 7 to 9 with Dysgraphia: (Engel-Yeger, Nagauker-Yanuv, & Rosenblum, 2009; n = 21; Arab-Israeli sample)

Children with Developmental Coordination Disorder: (Engel-Yeger & Hanna Kasis, 2009)

Content Validity

The AG-PEGS (Austrian-German PEGS) demonstrates strong content validity for use in German-speaking populations (Costa, 2004; Costa & Lindenthal, 2015; Costa, Brauchle & Kennedy-Behr, 2016).

The Swedish translation and adaptation of PEGS required minor adaptations to five items: playing ball games, finishing school work, keeping desk tidy, organizing numbers on the page, and printing/writing. One new item, toileting, was added (Vroland-Nordstrand & Krumlinde-Sundholm, 2012a; Vroland-Nordstrand & Krumlinde-Sundholm, 2012b).

Bibliography

Costa, U.M. (2014). Translation and cross-cultural adaptation of the Perceived Efficacy and Goal Setting System (PEGS): Results from the first Austrian-German PEGS version exploring meaningful activities for children. OTJR: Occupation, Participation and Health, 34(3), 119–130. https://doi.org/10.3928/15394492-20140325-02

Costa, U.M., Brauchle, G., & Kennedy-Behr, A. (2016). Collaborative goal setting with and for children as part of therapeutic intervention. Article in Press. https://doi.org/10.1080/09638288.2016.1202334

Costa, U.M., & Lindenthal, M. J. (2015). Perceived competences in everyday activities: Children’s self-report and parents’ and teachers’ report using the first Austrian-German Perceived Efficacy and Goal Setting System (AG-PEGS) version. International Journal of Health Professions, 2(1), 16–30. https://doi.org/10.1515/ijhp-2015-0001

Engel-Yeger, B., & Hanna Kasis, A. (2010). The relationship between Developmental Co-ordination Disorders, child's perceived self-efficacy and preference to participate in daily activities: DCD, self-efficacy and participation. Child: Care, Health and Development, 36(5), 670-677. https://doi.org/10.1111/j.1365-2214.2010.01073.x

Engel-Yeger, B., Nagauker-Yanuv, L., & Rosenblum, S. (2009). Handwriting performance, self-reports, and perceived self-efficacy among children with dysgraphia. American Journal of Occupational Therapy, 63(2), 182-192. https://doi.org/10.5014/ajot.63.2.182

Engel-Yeger, B., & Weissman, D. (2009). A comparison of motor abilities and perceived self-efficacy between children with hearing impairments and normal hearing children. Disability & Rehabilitation, 31(5), 352-358. https://doi.org/10.1080/09638280801896548

Missiuna, C., & Pollock, N. (2000). Perceived efficacy and goal setting in young children. Canadian Journal of Occupational Therapy, 67(3), 101-109. https://doi.org/10.1177/000841740006700303

Missiuna, C., Pollock, N., & Law, M. (2004). Perceived Efficacy and Goal Setting system (PEGS). San Antonio, TX: Psychological Corporation.

Missiuna, C., Pollock, N., Law, M., Walter, S., & Cavey, N. (2006). Examination of the Perceived Efficacy and Goal Setting system (PEGS) with children with disabilities, their parents, and teachers. American Journal of Occupational Therapy, 60(2), 204–214. https://doi.org/10.5014/ajot.60.2.204

Ricon, T., Hen, L., & Keadan‐Hardan, A. (2013). Establishing reliability and validity for “Make My Day” – A new tool for assessing young Arab‐Israeli children's typical daily activities. Occupational Therapy International, 20(4), 173-184. https://doi.org/10.1002/oti.1350

Vroland-Nordstrand, K., & Krumlinde-Sundholm, L. (2012a). The Perceived Efficacy and Goal Setting System (PEGS), part I: Translation and cross-cultural adaptation to a Swedish context. Scandinavian Journal of Occupational Therapy, 19(6), 497-505. https://doi.org/10.3109/11038128.2012.684221

Vroland-Nordstrand, K., & Krumlinde-Sundholm, L. (2012b). The Perceived Efficacy and Goal Setting System (PEGS), part II: Evaluation of test-retest reliability and differences between child and parental reports in the Swedish version. Scandinavian Journal of Occupational Therapy, 19(6), 506-514. https://doi.org/10.3109/11038128.2012.685759

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