Everyday Activities for Children with Mitochondrial Disorder: A Retrospective Chart Review

Marieke Lindenschot1,2,3,4, Imelda J M de Groot4, Saskia Koene5

  • 1Department IQ Healthcare, Research Institute for Health Sciences, Radboud University Medical Center Nijmegen, Postbus 9101, 6500 HB Nijmegen, Netherlands.

Insights

Children with mitochondrial disorders engage in a range of everyday activities, similar to peers. However, their specific activity descriptions and independence levels may vary, highlighting the need for personalized support.

Area of Science:

  • Pediatric Health
  • Neurology
  • Rehabilitation Science

Background:

  • Everyday activity engagement is crucial for child health and well-being.
  • Mitochondrial disorders impair energy production, potentially limiting children's activities.
  • Understanding activity patterns in children with mitochondrial disorders is essential.

Purpose of the Study:

  • To explore the types of everyday activities performed by children with genetically confirmed mitochondrial disorders.
  • To compare activity patterns between low-functioning and average-functioning children with mitochondrial disorders.

Main Methods:

  • Retrospective qualitative directed content analysis of hospital patient records.
  • Analysis conducted by healthcare professionals on reported capacities and activities.
  • Inclusion of 17 patient records from a heterogeneous group of children.

Main Results:

  • Identified activity categories: self-care, chores, therapy, school, computing, hobbies, play, sports, and mobility.
  • Activity categories did not significantly differ between low-functioning and average-functioning children.
  • Differences observed in specific activity descriptions, independence levels, assistive device use, and energy demands.

Conclusions:

  • Activity types in children with mitochondrial disorders are not solely determined by impairments.
  • Variations in independence, assistive technology, and energy expenditure are notable.
  • Future research should incorporate the child's perspective on activity participation and meaning.
Abstract

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