Children with autism spectrum disorder (ASD) may experience impairments across all domains of the International Classification of Functioning, Disability, and Health. However, there is a scarcity of programs that integrate interventions encompassing all these domains. Objective: To investigate parents’ perception of performance and satisfaction with functional goals for children with ASD after intervention with the Global Integration Methods: This single-group quasi-experimental study involved a total of 98 participants aged 1.8 to 18.2 years who underwent a 3-month intervention, five times a week, for 3-4 h per day. The intervention involved functional task training in an environment inspired by the natural environment associated with the use of a flexible therapeutic suit. The primary outcome measure was the Canadian Occupational Performance Measure, administered before and after the intervention. Results: Ninety-five participants completed the study. Approximately 60% of participants showed improvements in performance and satisfaction that ranged from 1 to 9 points on the Canadian Occupational Performance Measure. The Global Integration Method program resulted in significant improvements in goal performance (p<0.001, d=0.80) and satisfaction (p<0.001, d=0.67). Most parents (81%) believed that the Global Integration Method incorporated aspects of family-professional collaboration and were satisfied (93%) with the intervention. Conclusion: In the perception of parents, the Global Integration Method demonstrated effectiveness in achieving functional goals for children with ASD and their families. Parents expressed satisfaction with the intervention and indicated that it incorporated elements of family-professional collaboration.

Scientific knowledge has advanced in the implementation of safe and beneficial interventions for children and adolescents with cerebral palsy (CP). Although the importance of interdisciplinary interventions that integrate all components of the International Classification of Functioning, Disability and Health (ICF) into family-centered practices is widely recognized, this approach is not yet widely adopted. Instead, many programs remain focused on isolated domains. This study presents the theoretical and methodological foundation of TREINI, an interdisciplinary and family-centered program developed for children and youth with CP and other neurodevelopmental disorders. TREINI incorporates intervention strategies that address all ICF domains. It is grounded in the biopsychosocial model of health and utilizes principles based on the best evidence in pediatric rehabilitation, including intensive training, task-oriented training, and a naturalistic learning environment. Unlike traditional rehabilitation approaches, the care provided by the TREINI program is delivered through an intensive and interdisciplinary approach, by a team working collaboratively in a single location. In addition to including evidence-based interventions, the TREINI program features two innovative components: the “City of Tomorrow”, a naturalistic learning environment, and the “TREINI Exoflex” therapeutic suit, specifically designed to address deficiencies in the body functions and structures of children with CP and other neurodevelopmental disorders. This program has been carefully designed to support the process of neurological re-education and rehabilitation for children and adolescents with neuropsychomotor developmental delays.

Aim: To identify the standardized instruments used to assess mobility aspects in children and adolescents with autism spectrum disorder (ASD), analyse the quality of their psychometric properties and their level of evidence, and develop a clinical decision map for these instruments. Method: Articles were screened and study characteristics were extracted. The methodological quality of the selected studies was analysed using the COSMIN Risk of Bias checklist. The quality of evidence for each measurement property was defined using a modified version of the Grading of Recommendations Assessment, Development and Evaluation (GRADE) system. Results: Eleven instruments were analysed in 11 studies. Of these instruments, three are directed towards performance assessment and eight towards capacity assessment. The selected studies evaluated the psychometric properties of Vineland Adaptive Behavior Scales, Gross Motor Assessment of Children and Adolescents with Autism Spectrum Disorder, Ignite Challenge, Pediatric Evaluation of Disability Inventory Computer Adaptive Test, Miller Function and Participation Scales, Peabody Developmental Motor Scales, Second Edition, Test of Gross Motor Development, Second and Third Editions, Timed Up and Go, Developmental Coordination Disorder Questionnaire, and Movement Assessment Battery for Children, Second Edition. Of these instruments, nine were developed for the evaluation of typically developing children and children with disabilities, and have been validated for the population with ASD (81.8%). The other two instruments (18.2%) were specifically developed for the evaluation of the population with ASD. Interpretation: Most (56.51%) of the measurement properties of the instruments demonstrated low or very low evidence because of risk of bias and imprecision, reinforcing the importance of further studies to strengthen the validity and applicability of these assessments.

Objetivos: Identificar os instrumentos padronizados usados para avaliar aspectos de mobilidade em crianças e adolescentes com transtorno do espectro autista (TEA), analisar a qualidade de suas propriedades psicométricas e seu nível de evidência, e desenvolver um mapa de decisão clínica para esses instrumentos. Métodos: Os artigos foram selecionados e as características dos estudos foram extraídas. A qualidade metodológica dos estudos selecionados foi analisada usando o checklist de Risco de Viés COSMIN. A qualidade da evidência para cada propriedade de medida foi definida usando uma versão modificada do sistema GRADE (Grading of Recommendations Assessment, Development and Evaluation). Resultados: Onze instrumentos foram analisados em 11 estudos. Desses instrumentos, três são direcionados para avaliação de desempenho e oito para avaliação de capacidade. Os estudos selecionados avaliaram as propriedades psicométricas das Escalas de Comportamento Adaptativo Vineland, Avaliação Motora Grossa de Crianças e Adolescentes com Transtorno do Espectro Autista, Ignite Challenge, Inventário de Avaliação de Incapacidade Pediátrica com Teste Adaptativo por Computador, Escalas Miller de Função e Participação, Escalas de Desenvolvimento Motor Peabody, Segunda Edição, Teste de Desenvolvimento Motor Grosso, Segunda e Terceira Edições, Timed Up and Go, Questionário de Transtorno de Coordenação do Desenvolvimento e a Bateria de Avaliação do Movimento para Crianças, Segunda Edição. Desses instrumentos, nove foram desenvolvidos para a avaliação de crianças com desenvolvimento típico e crianças com deficiências no geral, e foram validados para a população com TEA (81,8%). Os outros dois instrumentos (18,2%) foram especificamente desenvolvidos para a avaliam o público com TEA. Interpretação: A maioria (56,51%) das propriedades de medida dos instrumentos apresentou evidência baixa ou muito baixa devido ao risco de viés e imprecisão, reforçando a importância de mais estudos para fortalecer a validade e a aplicabilidade dessas avaliações.