Differentiating Activity and Participation of Children and Youth with Disability in Sweden: A Third Qualifier in the International Classification of Functioning, Disability, … (original) (raw)
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American Journal of Physical Medicine Rehabilitation Association of Academic Physiatrists, 2011
Granlund M, Arvidsson P, Niia A, Bjö rck-Åkesson E, Simeonsson R, Maxwell G, Adolfsson M, Eriksson-Augustine L, Pless M: Differentiating activity and participation of children and youth with disability in Sweden: a third qualifier in the International Classification of Functioning, Disability, and Health for Children and Youth?. Am J Phys Med Rehabil 2012;91(suppl):S84YS96.
Differentiating Activity and Participation of Children and Youth with Disability in Sweden
American Journal of Physical Medicine & Rehabilitation, 2012
Granlund M, Arvidsson P, Niia A, Bjö rck-Åkesson E, Simeonsson R, Maxwell G, Adolfsson M, Eriksson-Augustine L, Pless M: Differentiating activity and participation of children and youth with disability in Sweden: a third qualifier in the International Classification of Functioning, Disability, and Health for Children and Youth?. Am J Phys Med Rehabil 2012;91(suppl):S84YS96.
Are the Icf Activity and Participation Dimensions Distinct?
Journal of Rehabilitation Medicine, 2003
To test the hypothesis that distinct Activity and Participation dimensions of the International Classification of Functioning, Disability, and Health could be identified using physical functioning items drawn from the Late Life Function and Disability Instrument. Design: A cross-sectional, survey design was employed. Subjects: The sample comprised 150 community-dwelling adults aged 60 years and older. Methods: Exploratory factor analysis was used to identify interpretable dimensions underlying 48 physical functioning questionnaire items. Results: Findings revealed that one conceptual dimension underlying these physical functioning items was not sufficient to adequately explain the data (X 2 = 2383; p < 0.0001). A subsequent solution produced 3 distinct, interpretable factors that accounted for 61.1% of the variance; they were labeled: Mobility Activities (24.4%), Daily Activities (24.3%), and Social/Participation (12.4%). All 3 factors achieved high internal consistency with coefficient alphas of 0.90 or above. Conclusion: Within physical functioning, distinct concepts were identified that conformed to the dimensions of Activity and Participation as proposed in the ICF. We believe this is the first empirical evidence of separate Activity and Participation dimensions within the International Classification of Functioning, Disability, and Health classification.
NeuroRehabilitation, 2015
Interdisciplinary differences regarding understanding the International Classification of Functioning, Disability and Health (ICF) concepts activity/participation may hinder its unifying purpose. In the ICF model, functioning (and disability) is described as a tripartite concept: 1) Body structures/functions, 2) Activities, and 3) Participation. Activities refer to an individual perspective on disability that does not tally with the basic structure of social models. To review how activity and participation are actually used in studies of intellectual disability (ID). Based on 16 papers, four different usages of activity/participation were found. 1) Theoretical reference to tripartite ICF concept with attempts to use it. 2) Theoretical reference to tripartite ICF concept without actual use of activities. 3) "Atheoretical" approach with implicit focus on participation. 4) Theoretical reference to bipartite concept with corresponding use of terms. The highlighted studies have...
Journal of Rehabilitation Medicine, 2004
Firstly to investigate the utility of the International Classification of Functioning, Disability and Health's (ICF's) participation dimension when items from extant questionnaires focusing on participation were assigned to ICF codes on an item-by-item basis; and, secondly, to conduct a preliminary investigation of the theoretical assumption expressed in ICF that ICF's environment component interacts with body function and participation components. Design: A person-based, descriptive study. Subjects: The sample comprised students with disabilities (n = 448), their parents/relatives (n = 414), their teachers/ managers (n = 418) and special education consultants (n = 110). Methods: Items from original surveys were used. Participation of students with disabilities: a survey of participation in school activities, The Arc's Self-Determination Scale, Perceived interaction-questionnaire, Environments survey, The Abilities Index. Data were analysed with the help of ANOVA, Scheffé pair-wise comparisons, correlation analysis and cluster analysis. Results: The study partly confirmed the utility of ICF participation dimension in assigning codes to items from extant instruments. Moderate statistical correlations between participation chapters and between items from different ICF dimensions were found. Cluster analysis resulted in groups with participation patterns not related to type of disability. Conclusion: Items from extant instruments can be assigned to ICF participation codes, but further item analyses and a more extensive questionnaire base are needed.
The context of measuring disability: Does it matter whether capability or performance is measured?
Journal of Clinical Epidemiology, 1996
This study assesses the differences between two methods of conceptually framing physical disability questions, using two scenarios (capability and performance). The relationship between capability and performance was explored on the basis of the literature and empirically tested by administering two versions of the Activities Scale for Kids (ASK) to 28 physically disabled children. The capability version asked children what they “could do,” whereas the performance version asked what they “did do.” Capability was found to exceed performance (p < 0.001) by approximately 18%. The difference may relate to a difference in environmental contexts between the two versions, with performance reflecting abilities in usual (or real life) circumstances and capability reflecting abilities in a defined situation apart from real life. Researchers must, therefore, consider carefully the environmental circumstances in which they wish to evaluate outcomes, and use this information to decide whether to measure capability, performance, or both.
Developmental Neurorehabilitation, 2013
Objective: (i) To study the functioning patterns of young children with disabilities compared with typically developing children, using a new ICF-CY based tool -the Matrix for Assessment of Activities and Participation; (ii) study the factors that predict these functioning patterns. Methods: The MAAP tool was administered to three groups of children: (i) with autism, (ii) with other types of disabilities and (iii) typically developing. Results: Cluster analysis showed that children group according to the severity of their functioning profile and not according to the diagnostic category in which they were classified. Multiple regression analysis showed that a model comprising the environmental factors and the level of engagement in different routines of the child is a good predictor of these children's functioning patterns. Conclusion: These results support a functional approach to disability instead of the traditional medical model approach, underlining the role of engagement and environment in determining functioning.
Journal of Rehabilitation Medicine, 2008
Objective: IMPACT-S is the screener part of the ICF Measure of Participation and ACTivities questionnaire. IMPACT-S consists of 33 items in 9 scales, reflecting the 9 activity and participation chapters of the International Classification of Functioning, Disability and Health (ICF). The reliability and validity of IMPACT-S as an independent brief measure of activities and participation was examined. Design: Repeated administration of a postal questionnaire.
Clinical rehabilitation, 2018
To empirically test the hypothesis that the 10 roles on the Revised Role Checklist are represented in the International Classification of Functioning, Disability and Health participation areas. Cross-sectional survey. Investigators from Japan, Norway, Sweden, Switzerland, the United Kingdom and the United States recruited a total of 295 adults from the general population. There were 103 (34.9%) male and 191 (64.7%) female participants with one participant not indicating gender. The age distribution of participants was from <25 ( n = 68) to 75+ with a mode of 25-34 years. The Revised Role Checklist Part 1 was used to assess perceived incumbency in 10 roles. In addition, subjects were asked to provide role examples. Of the 7087 examples provided by participants, 6578 (92.8%) fit the original hypothesis that the roles in the Revised Role Checklist were covered in participation areas. Fit was determined when the role example was either named in the associated International Classifica...
Capacity to Participation in Cerebral Palsy: Evidence of an Indirect Path Via Performance
Archives of Physical Medicine and Rehabilitation, 2013
Objective: To examine the hypothesis that the influence of physical activity capacity on participation is mediated through activity performance. Design: Secondary analysis of a prospective cross-sectional study sample. Setting: Regional pediatric specialty care hospital. Participants: Children (NZ128; 59% boys; age range, 2e9y) with cerebral palsy with Gross Motor Function Classification System levels I to III; 49% had hemiplegia, and 72% had spasticity. Interventions: Not applicable. Main Outcome Measures: Activity capacity was measured with the Gross Motor Function Measure-66, performance was measured with the Activities Scale for Kids, and participation was measured with the Assessment of Life Habits. Children's Assessment of Participation and Enjoyment and the Assessment of Preschool Children's Participation assessed diversity participation. Regression equations and Sobel z test were used to examine the mediated effect via performance. Results: Physical activity performance mediates 74.9% (bZ.83, P<.001) of the effect of activity capacity on total participation levels and 52.8% (bZ.47, PZ.001) of the effect of capacity on diversity participation. Conclusions: The relation between what an ambulatory child with cerebral palsy is able to perform in a clinical setting and their participation in life is significantly mediated by what they actually do motorically in day-to-day life. Results suggest that interventions focusing on improving what they actually do every day, regardless of their capacity to perform (what they can do when tested), may positively influence participation.