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Self-Care in Children and Young People With and Without Developmental Disabilities-A Systematic Review
Lelanie Brewer1, Ananya Namdeo1, Elizabeth Rowen1,2
1Newcastle University, Newcastle upon Tyne, UK.
Child: Care, Health and Development
|May 9, 2026
Summary
Self-care in children with developmental disabilities is influenced by movement, cognitive function, and environmental factors. More research is needed on interventions to improve self-care skills.
Area of Science:
- Pediatrics
- Developmental Disabilities
- Rehabilitation Science
Background:
- Self-care is a critical health outcome for children with developmental disabilities.
- Current guidelines and support for self-care are limited and variable.
- This review addresses factors influencing and interventions supporting self-care.
Purpose of the Study:
- To systematically review factors influencing self-care in children and young people with developmental disabilities.
- To identify interventions that effectively support self-care in this population.
Main Methods:
- A systematic review following PRISMA guidelines was conducted.
- Searches included Medline and CINAHL databases from 2007-2024.
- Studies and systematic reviews with self-care as the primary outcome were selected and data extracted.
Main Results:
- Movement, cognitive, and executive functions were consistently associated with self-care.
- Personal factors (age, SES) and environmental factors (physical environment, accessibility, caregivers) also influenced self-care.
- Promising interventions included adaptive seating, goal-setting, motor skills training, caregiver education, and constraint-induced movement therapy, though evidence is limited.
Conclusions:
- Movement and cognitive functions are crucial for self-care in children with developmental disabilities.
- Further research is needed to understand personal/environmental factors and intervention effectiveness.
- Evidence for intervention effectiveness is currently limited, with a focus on cerebral palsy.
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