Optimal child-led goal setting practices for school-aged children with a disability or delay: an international Delphi consensus study

To achieve expert consensus on optimal child-led goal setting and evaluation practices for school-aged children (5 ≤ 17 years) who have a disability or delay. A three-round, eDelphi consensus design was used. In Round 1, expert allied health professionals identified factors important during child-led goal setting for: (i) planning, (ii) process steps and tools, and (iii) support strategies. Factors were collated into items for Rounds 2 and 3. Participants rated item agreement on a 7-point Likert scale. Consensus was determined as ≥75% of participants in agreement or disagreement. Sixty professionals from nine countries and six disciplines participated. Of 323 unique items generated, 159 (50%) reached consensus. Strong agreement was reached for goal setting and evaluation “process steps” and “support strategies” to engage children. It was strongly recommended that allied health professionals should tailor their processes to each child’s individual needs, provide ability-specific strategies and resources, and empower children to share their perspectives. Fewer items reached consensus for “planning” and “tools” to guide child-led goal setting. Professional experts agree that children can be actively involved in goal setting and evaluation. Future research should focus on tools and technologies to support child-led goal setting for children with diverse abilities. Professionals agree that children should be involved in goal setting to the greatest extent possible.Children’s readiness to participate relates to their cognition, communication, social-emotional skills, and motivation.The goal setting process should be personalised and accessible for children.Child-specific tools are needed to support children to share their perspectives. Professionals agree that children should be involved in goal setting to the greatest extent possible. Children’s readiness to participate relates to their cognition, communication, social-emotional skills, and motivation. The goal setting process should be personalised and accessible for children. Child-specific tools are needed to support children to share their perspectives.