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Engeda EH, Aldersey HM, Davison CM, Gelaye KA, Fayed N. Severe malaria-related disability in Ethiopian children from the perspectives of caregivers: an interpretive description study. Disabil Rehabil 2024; 46:2327-2337. [PMID: 37303154 DOI: 10.1080/09638288.2023.2221457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Accepted: 05/28/2023] [Indexed: 06/13/2023]
Abstract
PURPOSE This study explored severe malaria-related disability in children from the perspectives of their caregivers. MATERIALS AND METHODS The interpretive description qualitative approach was employed. The participants were selected using the purposive sampling technique considering the child's history of severe malaria, age (0-10 years), and location (urban/rural). Data were collected through face-to-face interviews with sixteen caregivers. Reflexive thematic data analysis was utilized. Through prolonged engagement, reflective journaling, an audit trail, and co-authors' review, trustworthiness was enhanced. RESULTS The study generated five themes from the interviews: mitigators of disability, contributors of disability, impact on body function, impact on activities and participation, and uncertainties about future well-being. The findings revealed previously unstudied social components of disability and environmental factors. Furthermore, the research uncovered health-related quality of life aspects that are out of the scope of the current comprehensive disability framework. CONCLUSIONS The study contributes to a deeper understanding of severe malaria-related disability in children from the biopsychosocial perspective. The findings could help policymakers, researchers, and clinicians who want to design rehabilitation interventions for the affected children or examine the components of disability on a large scale using quantitative methods.IMPLICATIONS FOR REHABILITATIONVarious contextual factors interacted with severe malaria and influenced functioning either as facilitators or barriers, implying disability related to malaria can be prevented or created.The long-term impacts of severe malaria are not limited to functioning and disability but also affect the health-related quality of life of children who survive severe malaria.Rehabilitation professionals should consider applying comprehensive functioning and disability frameworks such as the ICF when designing (or applying) screening tools, planning interventions, and evaluating the outcomes of intervention for children with severe malaria-related disability.Rehabilitation interventions for children with severe malaria-related disability should consider patient- or caregiver-reported outcomes (components of disability).
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Affiliation(s)
- Eshetu Haileselassie Engeda
- Department of Pediatric and Child Health Nursing, School of Nursing, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia
- Queen's University School of Rehabilitation Therapy, Kingston, Canada
| | | | - Colleen M Davison
- Department of Public Health Sciences, Queen's University, Kingston, Canada
| | - Kassahun Alemu Gelaye
- Department of Epidemiology and Biostatistics, Institute of Public Health, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia
| | - Nora Fayed
- Queen's University School of Rehabilitation Therapy, Kingston, Canada
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Fujino H, Matsumoto M, Mieno A. Interactions between special education teachers and children with chronic complex conditions: A qualitative study. F1000Res 2024; 12:23. [PMID: 38726303 PMCID: PMC11079580 DOI: 10.12688/f1000research.129122.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/20/2024] [Indexed: 05/12/2024] Open
Abstract
Background The number of children with complex medical conditions has increased in recent decades. In this context, a complex chronic condition is characterized by multiple morbidities that require intensive or continuous health care according to the level of severity. Given their various health conditions, it is challenging to provide special education to these children, but there is still insufficient evidence regarding the practical experiences of educators. The aim of this study was to investigate special education teacher's perceptions, experiences, and challenges while developing interpersonal relationships and communicating with children who have complex chronic conditions. Methods We recruited and interviewed 21 special education school teachers in Japan. The transcripts of the interviews were analyzed using thematic analysis. Results Our analysis revealed four themes, including "searching for the meaning," "complex chronic conditions as a difficult reality," "widening experience for the future," and "priority for interacting with children." These themes reflect the perceptions, experiences, and challenges of the special education teachers. Conclusions In cases where children have severe functional limitations, it is more challenging to understand child-teacher interactions. This highlights the importance of searching for meaning in educational practices used among children with complex chronic conditions. Our findings may provide helpful insight into the experiences and challenges faced by special educators who engage with these children.
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Affiliation(s)
- Haruo Fujino
- Department of Special Needs Education, Oita University, Dannoharu 700, Oita, 8701192, Japan
- Department of Child Development, United Graduate School of Child Development, Osaka University, Yamadaoka 2-2, Suita, Osaka, 5650871, Japan
| | - Megumi Matsumoto
- Department of Behavioral Neurology and Neuropsychiatry, Osaka University United Graduate School of Child Development, Osaka University, Yamadaoka 2-2, Suita, Osaka, 5650871, Japan
| | - Aya Mieno
- Department of Special Needs Education, Oita University, Dannoharu 700, Oita, 8701192, Japan
- Hita Special Needs School, Nishiarita 2941-1, Hita, Oita, 8771352, Japan
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Brugnaro BH, Fernandes G, De Campos AC, Pavão SL, Pfeifer LI, De Camargo OK, Hlyva O, Rocha NACF. Participação em casa e fatores pessoais e ambientais em crianças e adolescentes com síndrome de Down. Dev Med Child Neurol 2024. [PMID: 38698694 DOI: 10.1111/dmcn.15930] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 05/05/2024]
Abstract
ResumoObjetivoDescrever a participação em casa atual (frequência, envolvimento) e o desejo do cuidador por mudança na participação em casa de crianças e adolescentes com síndrome de Down, bem como fatores ambientais da casa, e explorar as associações de fatores pessoais e ambientais com a participação atual e o desejo do cuidador por mudança.MétodoOitenta e dois cuidadores (média de idade = 45 anos e 10 meses) de crianças e adolescentes com síndrome de Down (média de idade = 10 anos e 7 meses) foram entrevistados sobre a participação em casa da criança e fatores ambientais utilizando a Medida de Participação e do Ambiente ‐ Crianças e Jovens. Além disso, foram coletados fatores pessoais e ambientais das crianças. Os resultados são relatados por meio de análise descritiva e correlações (coeficientes de correlação de Spearman ou teste U de Mann–Whitney) para descrever a relação entre a participação atual e o desejo do cuidador por mudança, com fatores pessoais e ambientais, para as variáveis ordinais e nominais, respectivamente (p < 0,05).ResultadosA participação das crianças foi maior em cuidados pessoais e menor em atividades relacionadas à escola. A maioria dos cuidadores desejava mudança nas lições de casa e nas tarefas domésticas. Maior frequência de participação foi associada ao sexo masculino, distanciamento social menos rigoroso do cuidador devido à pandemia de covid‐19 e crianças recebendo terapia. O maior envolvimento na participação foi associado a uma idade mais jovem nas crianças e a um maior apoio do ambiente. A idade mais avançada das crianças foi associada ao maior desejo por mudança do cuidador.InterpretaçãoFatores pessoais e ambientais são correlacionados com a participação de formas específicas. Devem ser realizadas estratégias criativas para promover a participação e que considerem os desejos do cuidador.
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Affiliation(s)
- Beatriz Helena Brugnaro
- Departamento de Fisioterrapia, Laboratório de Análise do Desenvolvimento Infantil (LADI), Universidade Federal de São Carlos, São Carlos, Brazil
| | - Gesica Fernandes
- Departamento de Fisioterrapia, Laboratório de Análise do Desenvolvimento Infantil (LADI), Universidade Federal de São Carlos, São Carlos, Brazil
| | - Ana Carolina De Campos
- Departamento de Fisioterrapia, Laboratório de Análise do Desenvolvimento Infantil (LADI), Universidade Federal de São Carlos, São Carlos, Brazil
| | - Silvia Letícia Pavão
- Departamento de Prevenção e Reabilitação em Fisioterapia, Universidade Federal do Paraná, Curitiba, Brazil
| | - Luzia Iara Pfeifer
- Departamento de Terapia Ocupacional, Laboratório de Ensino e Pesquisa em Terapia Ocupacional, Infância e Adolescência, Universidade Federal de São Carlos, São Carlos, Brazil
- Departamento de Neurociências e Ciências do Comportamento da Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo, Ribeirão Preto, Brazil
| | - Olaf Kraus De Camargo
- Departamento de Pediatria, McMaster University, Hamilton, ON, Canada
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
| | - Oksana Hlyva
- Departamento de Pediatria, McMaster University, Hamilton, ON, Canada
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
| | - Nelci Adriana Cicuto Ferreira Rocha
- Departamento de Fisioterrapia, Laboratório de Análise do Desenvolvimento Infantil (LADI), Universidade Federal de São Carlos, São Carlos, Brazil
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Brugnaro BH, Fernandes G, De Campos AC, Pavão SL, Pfeifer LI, Kraus de Camargo O, Hlyva O, Rocha NACF. Home participation and personal and environmental factors in children and adolescents with Down syndrome. Dev Med Child Neurol 2024. [PMID: 38526024 DOI: 10.1111/dmcn.15891] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/20/2023] [Revised: 01/14/2024] [Accepted: 02/07/2024] [Indexed: 03/26/2024]
Abstract
AIM To describe current home participation (frequency, involvement) and caregiver's desire for change in home participation of children and adolescents with Down syndrome, as well as home environmental factors, and to explore the associations of personal and environmental factors with current participation and caregiver's desire for change. METHOD Eighty-two caregivers (mean age = 45 years 10 months) of children and adolescents with Down syndrome (mean age = 10 years 7 months) were surveyed about the child's home participation and environmental factors using the Participation and Environment Measure-Children and Youth. Furthermore, children's personal and environmental factors were collected. Results are reported using descriptive analysis and correlations (Spearman's rank correlation coefficients and Mann-Whitney U test) to describe the relationship between current participation and caregiver's desire for change, with personal and environmental factors as ordinal and nominal variables respectively (p < 0.05). RESULTS Children's participation was highest with regard to personal care management and lowest with regard to school-related activities. Most caregivers desired change in homework and household chores. Greater frequency was associated with male sex, caregiver less rigorous social distancing due to the COVID-19 pandemic, and children receiving therapies. Greater involvement was associated with younger age in children and higher environmental support. Older age in children was associated with caregiver's greater desire for change. INTERPRETATION Personal and environmental factors correlated with participation in specific ways. Creative strategies to promote participation that consider caregiver's wishes should be undertaken.
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Affiliation(s)
- Beatriz Helena Brugnaro
- Department of Physical Therapy, Child Development Analysis Laboratory, Federal University of São Carlos, São Carlos, Brazil
| | - Gesica Fernandes
- Department of Physical Therapy, Child Development Analysis Laboratory, Federal University of São Carlos, São Carlos, Brazil
| | - Ana Carolina De Campos
- Department of Physical Therapy, Child Development Analysis Laboratory, Federal University of São Carlos, São Carlos, Brazil
| | - Silvia Letícia Pavão
- Department of Prevention and Rehabilitation in Physical Therapy, Federal University of Paraná, Curitiba, Brazil
| | - Luzia Iara Pfeifer
- Department of Occupational Therapy, Teaching and Research Laboratory in Occupational Therapy, Childhood, and Adolescence, Federal University of São Carlos, São Carlos, Brazil
- Department of Neurosciences and Behavioral Sciences at the Ribeirão Preto Medical School at the University of São Paulo, Ribeirão Preto, Brazil
| | - Olaf Kraus de Camargo
- Department of Pediatrics, McMaster University, Hamilton, ON, Canada
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
| | - Oksana Hlyva
- Department of Pediatrics, McMaster University, Hamilton, ON, Canada
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
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Gan KL, Khoo TB. Barriers to Education for Children With Neurodisabilities in a Developing Country. Cureus 2024; 16:e54693. [PMID: 38524056 PMCID: PMC10960577 DOI: 10.7759/cureus.54693] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/22/2024] [Indexed: 03/26/2024] Open
Abstract
Despite having equal rights to education, children with neurodisability (CWND) continue to face a myriad of barriers to education. This cross-sectional survey aimed to investigate the barriers to education among CWND who attended follow-up at a Malaysian tertiary hospital. Sixty-two caregivers of CWND completed a questionnaire which included the 'Washington Group/United Nations Children's Fund (UNICEF) Child Functioning Module', type of schooling and open-ended questions for barriers to education. The out-of-school rate was 16/62 (26%). The level of schooling (i.e. not in school, special education or mainstream class) was strongly associated with difficulties in mobility, self-care, communication, controlling behaviour and getting along with other children. Five themes identified by caregivers as barriers to education were 'school infrastructure', 'inclusive opportunity, staffing and teacher's training', 'social environment', 'child's intrinsic factor' and 'practical limitations'. Practical solutions to overcome the significant barriers to education are required to address the unmet educational needs of CWND.
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Affiliation(s)
- Kai Lin Gan
- Paediatric Neurology Unit, Hospital Tunku Azizah, Kuala Lumpur, MYS
| | - Teik Beng Khoo
- Paediatric Neurology Unit, Hospital Tunku Azizah, Kuala Lumpur, MYS
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Waisman-Nitzan M, Ivzori Y, Anaby D. Promoting Participation-Focused Practices in Inclusive Educational Settings: Stakeholders' Perspectives Following a Knowledge Translation Initiative. Am J Occup Ther 2023; 77:7706205050. [PMID: 37922537 DOI: 10.5014/ajot.2023.050262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2023] Open
Abstract
IMPORTANCE Available participation-focused interventions (e.g., the Pathways and Resources for Engagement and Participation intervention [PREP]), are not well integrated into practice, indicating a knowledge-to-practice gap. OBJECTIVE To explore the perspectives of school-based (SB) occupational therapists and occupational therapy managers following knowledge translation (KT) programs for facilitating participation-based practices in inclusive education. DESIGN This was an implementation qualitative study. After taking part in KT programs for implementing PREP, which were tailored to the needs and contexts of each stakeholder group, occupational therapists participated in focus groups, and occupational therapy managers responded to open-ended survey questions. A content analysis was done separately for each group, then integrated and organized according to the Participation-focused KT (P-KT) framework. SETTING Inclusive educational setting. PARTICIPANTS Seven occupational therapists working in inclusive schools and 39 occupational therapy managers. RESULTS We identified 10 themes addressing the micro, meso, and macro levels of the P-KT framework across the two groups. Five themes, common to all participants, addressed micro (e.g., setting participation-focused goals) and meso (e.g., school-PREP fit) levels. Macro-level themes were addressed by managers only (e.g., anchoring PREP to existing policy of the Israeli Ministry of Education). CONCLUSIONS AND RELEVANCE Targeting different stakeholders at the micro and meso levels of the educational system can initiate a shift in practice toward a focus on participation. KT intersectoral initiatives at the macro level (e.g., targeting community services and local policies), and engaging other stakeholders (e.g., students, families, and educators), are required to ensure the sustainability of participation-based practices. What This Article Adds: The authors present two knowledge translation programs that target both occupational therapists and managers in the educational system. The programs promote a shift in school-based occupational therapy services toward a focus on participation and environment.
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Affiliation(s)
- Michal Waisman-Nitzan
- Michal Waisman-Nitzan, PhD, BOT, is Research and Teaching Fellow, Occupational Therapy Department, University of Haifa, Haifa, Israel;
| | - Yonat Ivzori
- Yonat Ivzori, PhD, BOT, is Researcher and Lecturer, Occupational Therapy Department, Zefat Academic College, Zefat, Israel, and Researcher and Lecturer, Special Education Department, Oranim College of Education, Kiryat Tiv'on, Israel
| | - Dana Anaby
- Dana Anaby, PhD, BOT, is Associate Professor, School of Physical and Occupational Therapy, McGill University, Montreal, Quebec, Canada
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Maciver D, Roy AS, Johnston L, Tyagi V, Arakelyan S, Kramer JM, Richmond J, Romero-Ayuso D, Nakamura-Thomas H. Participation-related constructs and participation of children with additional support needs in schools. Dev Med Child Neurol 2023; 65:498-508. [PMID: 36161442 DOI: 10.1111/dmcn.15390] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/07/2022] [Revised: 07/21/2022] [Accepted: 07/25/2022] [Indexed: 11/27/2022]
Abstract
AIM To investigate associations between participation-related constructs and participation frequency and involvement in inclusive schools. METHOD In this cross-sectional study, teachers of children with additional support needs, including intellectual disability, autism, and learning difficulties, completed measures. Participation-related constructs were measured using the School Participation Questionnaire; participation frequency and involvement were measured using the Participation and Environment Measure for Children and Youth. A series of multilevel linear mixed-effects regression models with maximum likelihood estimates and bootstrap confidence intervals with p-values were obtained. Final models included participation-related constructs and participation, controlling for demographic and diagnostic confounders (including age, sex, language, level of school support, and autism). RESULTS Six hundred and eighty-eight children (448 [65.1%] males; mean age 8 years 7 months [range 4 years 10 months-12 years 13 months, standard deviation 2 years 1 months]) were assessed by 252 teachers. Across a series of models, participation-related constructs were consistently associated with more intensive participation (competence, environment, identity p < 0.001; symptoms p = 0.007), independent of confounders. More frequent participation remained associated with three of four participation-related constructs (competence, identity p < 0.001; environment p = 0.021). Age (p = 0.046), language (p = 0.002), and level of school support (p = 0.039) also remained significantly associated with frequency of participation. INTERPRETATION Children with additional support needs in inclusive schools may have several participation barriers. Policies and interventions to improve participation are needed. WHAT THIS PAPER ADDS Across a series of models, participation-related constructs were associated with frequency and intensity of participation. Only participation-related constructs were associated with participation intensity. Demographic and diagnostic variables were associated with frequency, not intensity, of participation. Teacher assessment is valid for assessment of participation and participation-related constructs.
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Affiliation(s)
- Donald Maciver
- School of Health Sciences, Queen Margaret University, Edinburgh, UK
| | - Anusua Singh Roy
- School of Health Sciences, Queen Margaret University, Edinburgh, UK
| | - Lorna Johnston
- School of Health Sciences, Queen Margaret University, Edinburgh, UK
- Additional Support for Learning Service, Communities and Families, City of Edinburgh Council, Edinburgh, UK
| | - Vaibhav Tyagi
- School of Health Sciences, Queen Margaret University, Edinburgh, UK
| | - Stella Arakelyan
- School of Health Sciences, Queen Margaret University, Edinburgh, UK
| | - Jessica M Kramer
- Department of Occupational Therapy, College of Public Health and Health Professions, University of Florida, Florida, USA
| | - Janet Richmond
- School of Medical and Health Sciences, Edith Cowan University, Joondalup, Australia
| | - Dulce Romero-Ayuso
- Department of Physical Therapy, Occupational Therapy Division, Faculty of Health Sciences, University of Granada, Granada, Spain
| | - Hiromi Nakamura-Thomas
- Saitama Prefectural University, Graduate School of Health, Medicine and Welfare, Saitama, Japan
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McAnuff J, Gibson JL, Webster R, Kaur-Bola K, Crombie S, Grayston A, Pennington L. School-based allied health interventions for children and young people affected by neurodisability: a systematic evidence map. Disabil Rehabil 2023; 45:1239-1257. [PMID: 35450497 DOI: 10.1080/09638288.2022.2059113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
PURPOSE To systematically map available evidence for school-based interventions led by allied health (i.e., occupational therapy, physiotherapy, and/or speech and language therapy). MATERIALS AND METHODS We searched for studies in pre-school, primary, secondary, or post-secondary settings, published 2004-2020. We coded study, population, and intervention characteristics. Outcomes were coded inductively, categorised, and linked to the International Classification of Functioning, Disability, and Health. RESULTS We included 337 studies (33 countries) in an interactive evidence map. Participants were mainly pre-school and primary-aged, including individuals with neurodisability and whole-school populations. Interventions targeted wide-ranging outcomes, including educational participation (e.g., writing, reading) and characteristics of school environments (e.g., educators' knowledge and skills, peer support). Universal, targeted, and intensive interventions were reported in 21.7%, 38.9%, and 60.2% of studies, respectively. Teachers and teaching assistants delivered interventions in 45.4% and 22.6% of studies, respectively. 43.9% of studies conducted early feasibility testing/piloting and 54.9% had ≤30 participants. Sixty-two randomised controlled trials focused on intervention evaluation or implementation. CONCLUSIONS In the United Kingdom, future research should take forward school-based allied health interventions that relate directly to agreed research priorities. Internationally, future priorities include implementation of tiered (universal, targeted, intensive) intervention models and appropriate preparation and deployment of the education workforce. IMPLICATIONS FOR REHABILITATIONAllied health professionals (occupational therapists, physiotherapists, and speech and language therapists) work in schools supporting children and young people affected by neurodisability but the content, impact, and cost-effectiveness of their interventions are not well-understood.We systematically mapped the available evidence and identified that allied health school-based interventions target highly diverse health-related outcomes and wider determinants of children and young people's health, including educational participation (e.g., literacy) and characteristics of the school environment (e.g., educators' knowledge and skills).Our interactive evidence map can be used to help stakeholders prioritise the interventions most in need of further evaluation and implementation research, including tiered models of universal, targeted, and intensive allied health support.Teachers and teaching assistants play a central role in delivering allied health interventions in schools - appropriate preparation and deployment of the education workforce should therefore be a specific priority for future international allied health research.
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Affiliation(s)
- Jennifer McAnuff
- Department of Social Work, Education, and Community Wellbeing, Northumbria University, Newcastle, UK
| | - Jenny L Gibson
- Faculty of Education, University of Cambridge, Cambridge, UK
| | - Rob Webster
- Institute of Education, University College London, London, UK
| | - Kulwinder Kaur-Bola
- Children's Services, Bedford Borough Council and Bedfordshire, Milton Keynes Clinical Commissioning Group, Bedford, UK
| | - Sarah Crombie
- Chailey Clinical Services, Sussex Community NHS Foundation Trust, Brighton, UK
| | | | - Lindsay Pennington
- Population Health Sciences Institute, Newcastle University, Newcastle, UK
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Karhula ME, Heiskanen T, Salminen AL. Systematic review: Need for high-quality research on occupational therapy for children with intellectual disability. Scand J Occup Ther 2023; 30:261-277. [PMID: 34445921 DOI: 10.1080/11038128.2021.1968947] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
BACKGROUND Enabling participation in everyday life and supporting development are essential goals in occupational therapy of children and young people with intellectual disabilities (ID). OBJECTIVE To gather and evaluate evidence of the effectiveness of occupational therapy interventions for children with ID in terms of participation in everyday life. MATERIAL AND METHODS A literature search conducted using electronic databases (CINAHL, Cochrane Library, PubMed and EMBASE) from January 2000 to May 2020. Methodological quality was assessed using the Joanna Briggs Institute critical appraisal tools. Quality of evidence was critically appraised with the GRADE. RESULTS The search yielded 4741 records, of which 15 studies met the inclusion criteria: 3 randomized controlled trials, 3 case-control studies, 2 case series and 7 case reports. The studies were diverse in quality. The evidence is inconclusive because of the limited amount of methodologically robust studies. CONCLUSIONS AND SIGNIFICANCE Results support the notion that occupational therapy in daily environments for children with ID may enhances participation in everyday activities. Further research with appropriate study designs and outcome measurements is needed. Although the research evidence was limited, the results encourage focussing on occupational therapy for children with ID to enhance participation in school and home environments.
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Affiliation(s)
- Maarit E Karhula
- South-Eastern Finland University of Applied Sciences, Mikkeli, Finland
- Social Insurance Institution of Finland, Helsinki, Finland
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Meuser S, Piskur B, Hennissen P, Dolmans D. Targeting the school environment to enable participation: A scoping review. Scand J Occup Ther 2023; 30:298-310. [PMID: 36170879 DOI: 10.1080/11038128.2022.2124190] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
BACKGROUND Children with special educational needs experience limited levels of participation at school; their participation is influenced by the physical and social environment. Interventions that have been applied in school environments are described in the literature. AIMS To illustrate the main features of interventions targeting school environments to support participation of children with special educational needs in mainstream education. MATERIALS AND METHODS A scoping review using a qualitative, thematic analysis was conducted in May 2021. RESULTS We included a total of 20 articles. We found that intervention features contributed to children's participation and targeted social and physical school environments. The majority of the intervention features focussed on applying supportive teaching methods to enable individual children's participation. A small number of interventions described a systemic holistic approach that involved changes to the school environment. In these interventions, different professionals such as occupational therapists collaborated with teachers to adapt the school environment. CONCLUSIONS AND SIGNIFICANCE A shift from individual child-focussed to environment-focussed approaches that target all children's participation could impact classroom setup and teachers' roles. Occupational therapists' expertise in matching school environments and task requirements with individual children's needs could be valuable in their collaboration with schools to support this transition.
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Affiliation(s)
- S Meuser
- Academy of Occupational Therapy, Zuyd University of Applied Sciences, Heerlen, The Netherlands
- Research Centre Autonomy & Participation, Zuyd University of Applied Sciences, Heerlen, The Netherlands
- Faculty of Health, Medicine and Life Sciences (SHE), Maastricht University, Maastricht, the Netherlands
| | - B Piskur
- Research Centre Autonomy & Participation, Zuyd University of Applied Sciences, Heerlen, The Netherlands
- Academy of Nursing, Zuyd University of Applied Sciences, Heerlen, The Netherlands
| | - P Hennissen
- Zuyd University of Applied Sciences, Sittard, The Netherlands
| | - D Dolmans
- Faculty of Health, Medicine and Life Sciences (SHE), Maastricht University, Maastricht, the Netherlands
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Crompton CJ, Hallett S, Axbey H, McAuliffe C, Cebula K. 'Someone like-minded in a big place': Autistic young adults' attitudes towards autistic peer support in mainstream education. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:76-91. [PMID: 35249357 PMCID: PMC9806484 DOI: 10.1177/13623613221081189] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
LAY ABSTRACT Autistic young people may struggle in mainstream schools and feel disconnected from their peers and their school. We know that autistic adults can benefit from spending time with other autistic people, but we don't know if this is the case for younger autistic people. We conducted interviews with 13 autistic young adults in the United Kingdom who recently left mainstream schooling. We asked them if they would have been interested in being involved in autistic peer support when they were at school, and if so, what that peer support should look like. Results indicated that autistic young people were enthusiastic about the idea of peer support. They thought it was important that peer support was flexible to suit their needs at different times, as well as inclusive, positive, and embracing neurodiversity. They also discussed the potential benefits and difficulties of having a peer support system within a school setting. This adds to the growing body of research on the potential benefits of autistic-autistic interactions on autistic people's well-being and sense of belonging. Findings can be used to help design pilot peer support projects in schools that can be tested to see how effective they are.
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Affiliation(s)
- Catherine J Crompton
- University of Edinburgh, UK,Catherine J Crompton, The Centre for
Clinical Brain Sciences, University of Edinburgh, Kennedy Tower, Royal Edinburgh
Hospital, Morningside Terrace, Edinburgh EH10 5HF, UK.
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de Oliveira VGC, Balau LC, Arrebola LS, Young NL, Yi LC. Translation, cross-cultural adaptation, validity and reliability of the Brazilian Portuguese version of Activity Scale for Kids questionnaire. Child Care Health Dev 2022. [PMID: 36444144 DOI: 10.1111/cch.13085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/06/2022] [Revised: 11/04/2022] [Accepted: 11/15/2022] [Indexed: 12/03/2022]
Abstract
BACKGROUND The Activity Scale for Kids (ASK) assesses the physical disability of children (5 to 15 years old) with neurological, orthopaedic or rheumatic diseases. The objective of this study was to translate and cross-culturally adapt the ASK for Brazilian Portuguese and assess the validity and reliability of the instrument. METHODS A total of 67 children and adolescents with musculoskeletal, neurological or rheumatic diseases participated in the study. We evaluated the comprehension of the pre-final version of the questionnaire in 24 participants and reliability and validity in the other 43 participants. The translation and adaptation of ASK to Brazilian Portuguese followed guidelines from previous studies. The validity of the Brazilian Portuguese version of the ASK was verified through Spearman's correlation with the Pediatric Quality of Life Inventory™ Version 4.0 (PedQL). Intraclass correlation coefficient verified inter- and intra-evaluator reliability, while internal consistency was assessed using Cronbach's alpha. Scores were used to assess the standard error of the mean and minimal detectable change. RESULTS The Brazilian Portuguese version of the ASK presented excellent reliability, internal consistency, agreement and moderate correlation with PedsQL (0.522, P < 0.001) between ASK performance and PedsQL; 0.537, P < 0.001 between ASK capacity and PedsQL. CONCLUSION The Brazilian Portuguese version of the ASK has good validity and reliability and may be used by professionals and researchers to assess the functioning of children and adolescents with disabilities.
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Affiliation(s)
- Vanessa Gonçalves Coutinho de Oliveira
- Department of Human Movement Sciences, Federal University of São Paulo (UNIFESP), São Paulo, Brazil.,Physical Therapy Department, Institute of Medical Assistance to the State Public Servant (IAMSPE), São Paulo, São Paulo, Brazil
| | - Laura Cardoso Balau
- Physical Therapy Department, Institute of Medical Assistance to the State Public Servant (IAMSPE), São Paulo, São Paulo, Brazil
| | - Lucas Simões Arrebola
- Department of Human Movement Sciences, Federal University of São Paulo (UNIFESP), São Paulo, Brazil.,Physical Therapy Department, Institute of Medical Assistance to the State Public Servant (IAMSPE), São Paulo, São Paulo, Brazil
| | - Nancy Lynn Young
- CHEO Research Institute; Children's Hospital of Eastern Ontario, Ottawa, Ontario, Canada
| | - Liu Chiao Yi
- Department of Human Movement Sciences, Federal University of São Paulo (UNIFESP), São Paulo, Brazil
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13
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Eide AH, Ofstad D, Støylen M, Hansen E, Høiseth M. Participation and Inclusion of Children and Youth with Disabilities in Local Communities. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11893. [PMID: 36231197 PMCID: PMC9565650 DOI: 10.3390/ijerph191911893] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/22/2022] [Revised: 09/15/2022] [Accepted: 09/16/2022] [Indexed: 06/16/2023]
Abstract
This research aimed at strengthening the evidence base for interventions to promote the participation and inclusion of children and youth with disabilities in their communities. Four selected municipalities in four different regions of Norway participated. Focus group discussions (FGDs) were carried out in all four municipalities with service providers, children and youth with disabilities, and parents of children and youth with disabilities. The FGDs were used to develop a questionnaire to measure participation indicators. A survey was carried out among 186 children and youth, combining (a) random sampling of children and youth without disabilities and (b) invitations to all children and youth with disabilities, as registered by the municipalities. High-level analyses of the FGDs are presented, indicating the barriers and facilitators for participation for children and youth with disabilities, as well as requests for improvement of services to stimulate participation. The categories of family, technology, and volunteering were identified primarily as facilitators of participation, while school environment was primarily identified as a barrier. The survey measured four different aspects of perception of one's own participation. Data analyses revealed higher level of environmental barriers among children and youth with disabilities, and lower level of actual participation, satisfaction with one's own participation and one's own participation compared with that of peers.
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Affiliation(s)
- Arne H. Eide
- SINTEF Digital, Health Research, Forskningsveien 1, N-0314 Oslo, Norway
- Department of Social Work, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology, N-7491 Trondheim, Norway
| | - Dag Ofstad
- Norwegian National Advisory Unit on Disability in Children and Youth (NKBFU), Valnesfjord Health Sports Center (VHSS), N-8215 Valnesfjord, Norway
| | - Marit Støylen
- SINTEF Digital, Health Research, Forskningsveien 1, N-0314 Oslo, Norway
| | - Emil Hansen
- Norwegian National Advisory Unit on Disability in Children and Youth (NKBFU), Valnesfjord Health Sports Center (VHSS), N-8215 Valnesfjord, Norway
| | - Marikken Høiseth
- SINTEF Digital, Health Research, Forskningsveien 1, N-0314 Oslo, Norway
- Department of Design, Faculty of Architecture and Design, Norwegian University of Science and Technology, N-7491 Trondheim, Norway
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14
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Fortune N, Curryer B, Badland H, Smith-Merry J, Devine A, Stancliffe RJ, Emerson E, Llewellyn G. Do Area-Level Environmental Factors Influence Employment for People with Disability? A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159082. [PMID: 35897452 PMCID: PMC9330484 DOI: 10.3390/ijerph19159082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Revised: 07/19/2022] [Accepted: 07/19/2022] [Indexed: 11/17/2022]
Abstract
Employment is an important social determinant of health and wellbeing. People with disability experience labour market disadvantage and have low labour force participation rates, high unemployment rates, and poor work conditions. Environmental factors are crucial as facilitators of or barriers to participation for people with disability. Understanding how the physical, social, and economic characteristics of local areas influence employment for people with disability can potentially inform interventions to reduce employment inequalities. We conducted a scoping review of research investigating associations between area-level environmental factors and employment for people with disability. Eighteen articles published between 2000 and 2020 met the inclusion criteria, and data were extracted to map the current evidence. Area-level factors were categorised into six domains relating to different aspects of environmental context: socioeconomic environment, services, physical environment, social environment, governance, and urbanicity. The urbanicity and socioeconomic environment domains were the most frequently represented (15 and 8 studies, respectively). The studies were heterogeneous in terms of methods and data sources, scale and type of geographic units used for analysis, disability study population, and examined employment outcomes. We conclude that the current evidence base is insufficient to inform the design of interventions. Priorities for future research are identified, which include further theorising the mechanisms by which area-level factors may influence employment outcomes, quantifying the contribution of specific factors, and interrogating specific factors underlying the association between urbanicity and employment outcomes for people with disability.
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Affiliation(s)
- Nicola Fortune
- Centre for Disability Research and Policy, The University of Sydney, Camperdown, NSW 2006, Australia; (B.C.); (J.S.-M.); (R.J.S.); (G.L.)
- NHMRC Centre of Research Excellence in Disability and Health, Parkville, VIC 3010, Australia; (H.B.); (A.D.); (E.E.)
- Correspondence:
| | - Bernadette Curryer
- Centre for Disability Research and Policy, The University of Sydney, Camperdown, NSW 2006, Australia; (B.C.); (J.S.-M.); (R.J.S.); (G.L.)
| | - Hannah Badland
- NHMRC Centre of Research Excellence in Disability and Health, Parkville, VIC 3010, Australia; (H.B.); (A.D.); (E.E.)
- Centre for Urban Research, RMIT University, Melbourne, VIC 3000, Australia
| | - Jennifer Smith-Merry
- Centre for Disability Research and Policy, The University of Sydney, Camperdown, NSW 2006, Australia; (B.C.); (J.S.-M.); (R.J.S.); (G.L.)
- NHMRC Centre of Research Excellence in Disability and Health, Parkville, VIC 3010, Australia; (H.B.); (A.D.); (E.E.)
| | - Alexandra Devine
- NHMRC Centre of Research Excellence in Disability and Health, Parkville, VIC 3010, Australia; (H.B.); (A.D.); (E.E.)
- Centre for Health Equity, Melbourne School of Population and Global Health, University of Melbourne, Melbourne, VIC 3010, Australia
| | - Roger J. Stancliffe
- Centre for Disability Research and Policy, The University of Sydney, Camperdown, NSW 2006, Australia; (B.C.); (J.S.-M.); (R.J.S.); (G.L.)
- NHMRC Centre of Research Excellence in Disability and Health, Parkville, VIC 3010, Australia; (H.B.); (A.D.); (E.E.)
| | - Eric Emerson
- NHMRC Centre of Research Excellence in Disability and Health, Parkville, VIC 3010, Australia; (H.B.); (A.D.); (E.E.)
- Centre for Disability Research, Faculty of Health and Medicine, Lancaster University, Lancaster LA1 4YW, UK
| | - Gwynnyth Llewellyn
- Centre for Disability Research and Policy, The University of Sydney, Camperdown, NSW 2006, Australia; (B.C.); (J.S.-M.); (R.J.S.); (G.L.)
- NHMRC Centre of Research Excellence in Disability and Health, Parkville, VIC 3010, Australia; (H.B.); (A.D.); (E.E.)
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15
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Breneol S, Doucet S, McIsaac JL, Riveroll A, Cassidy C, Charlton P, McCulloch H, McKibbon S, Luke A, Splane J, Curran JA. Programmes to support transitions in community care for children with complex care needs: a scoping review. BMJ Open 2022; 12:e056799. [PMID: 35803631 PMCID: PMC9272111 DOI: 10.1136/bmjopen-2021-056799] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/11/2022] Open
Abstract
OBJECTIVE This scoping review aimed to map the range of programmes in the literature to support children and youth with complex care needs and their families during transitions in care in the community. DESIGN A scoping review of the literature. CONTEXT This review included programmes that supported the transition in care to home and between settings in the community. DATA SOURCES We implemented our strategy to search five databases: (1) PubMed; (2) CINAHL; (3) ERIC; (4) PyscINFO and (5) Social Work Abstracts. The search was last implemented on 29 April 2021. STUDY SELECTION Our search results were imported into Covidence Systematic Review Software. First, two reviewers assessed titles and abstracts against our eligibility criteria. Relevant articles were then retrieved in full and reviewed by two reviewers for inclusion. Disagreements were resolved by a third reviewer. DATA EXTRACTION Relevant data were extracted related to population, concept, context, methods and key findings pertinent to our review objective. RESULTS A total of 2482 records were identified. After our two-stage screening process, a total of 27 articles were included for analysis. Articles ranged in the type of transitions being supported and target population. The most common transition reported was the hospital-to-home transition. Intervention components primarily consisted of care coordination using a teams-based approach. The most reported barriers and enablers to implementing these transition care programmes were related to physical opportunities. LIMITATIONS Included articles were limited to English and French. CONCLUSIONS This review identified important gaps within the literature, as well as areas for future consideration to ensure the effective development and implementation of programmes to support children and youth with complex care needs during transitions in care.
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Affiliation(s)
- Sydney Breneol
- School of Nursing, Dalhousie University, Halifax, Nova Scotia, Canada
- Strengthening Transitions in Care Lab, IWK Health Centre, Halifax, Nova Scotia, Canada
| | - Shelley Doucet
- Centre for Research in Integrated Care, University of New Brunswick, Saint John, New Brunswick, Canada
| | - Jessie-Lee McIsaac
- Faculty of Education and Department of Child and Youth Study, Mount Saint Vincent University, Halifax, Nova Scotia, Canada
| | - Angela Riveroll
- Department of Applied Human Sciences, University of Prince Edward Island, Charlottetown, Prince Edward Island, Canada
| | - Christine Cassidy
- School of Nursing, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Patricia Charlton
- Department of Applied Human Sciences, University of Prince Edward Island, Charlottetown, Prince Edward Island, Canada
| | - Holly McCulloch
- Strengthening Transitions in Care Lab, IWK Health Centre, Halifax, Nova Scotia, Canada
| | - Shelley McKibbon
- W.K. Kellogg Health Sciences Library, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Alison Luke
- Centre for Research in Integrated Care, University of New Brunswick, Saint John, New Brunswick, Canada
| | - Jennifer Splane
- Centre for Research in Integrated Care, University of New Brunswick, Saint John, New Brunswick, Canada
| | - Janet A Curran
- School of Nursing, Dalhousie University, Halifax, Nova Scotia, Canada
- Strengthening Transitions in Care Lab, IWK Health Centre, Halifax, Nova Scotia, Canada
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16
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Maciver D, Tyagi V, Johnston L, Kramer JM, Richmond J, Todorova L, Romero-Ayuso D, Nakamura-Thomas H, van Hartingsveldt M, O'Hare A, Forsyth K. Psychometric properties of the School Participation Questionnaire: Testing a measure of participation-related constructs. Dev Med Child Neurol 2022; 64:847-854. [PMID: 35100436 DOI: 10.1111/dmcn.15146] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Revised: 11/03/2021] [Accepted: 11/26/2021] [Indexed: 11/26/2022]
Abstract
AIM To explore concurrent validity, convergent validity, interrater reliability, test-retest reliability, and Rasch model analysis of the School Participation Questionnaire (SPQ), a tool for teachers to assess personal and environmental determinants of school participation. METHOD Teachers of children with additional support needs, including intellectual disability, autism, and learning difficulties completed measures. Data were collected using the SPQ and the Participation and Environment Measure for Children and Youth (PEM-CY). Test-retest and interrater reliability were assessed using intraclass correlation coefficients (ICCs). Internal consistency was assessed with Cronbach's alpha. Concurrent and convergent validity were explored via correlations with the PEM-CY. Further psychometrics were examined using a Rasch model. RESULTS One hundred and eighty-seven children (136 [72.7%] male; mean age 9y [range 5y 6mo-12y 10mo, SD 2y]) were assessed by 67 teachers. Cronbach's alpha, test-retest, and interrater reliability were acceptable-excellent across each SPQ scale (alphas=0.89, 0.9, 0.94, 0.79; test-retest ICCs=0.64, 0.61, 0.78, 0.62; interrater ICCs=0.85, 0.71, 0.90, 0.81). Concurrent and convergent validity were confirmed with significant positive correlations between SPQ and PEM-CY. After Mokken and Rasch model analysis, person and item reliability were good, and unidimensionality was confirmed. Mean administration time was 8.2 minutes. INTERPRETATION The results suggest that the SPQ is a rapid, reliable, and valid tool for assessment of participation-related indicators in schools.
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Affiliation(s)
- Donald Maciver
- School of Health Sciences, Queen Margaret University, Edinburgh, UK
| | - Vaibhav Tyagi
- School of Health Sciences, Queen Margaret University, Edinburgh, UK
| | - Lorna Johnston
- School of Health Sciences, Queen Margaret University, Edinburgh, UK
- Additional Support for Learning Service, Communities and Families, City of Edinburgh Council, Edinburgh, UK
| | - Jessica M Kramer
- Department of Occupational Therapy, College of Public Health and Health Professions, University of Florida, Gainesville, Florida, USA
| | - Janet Richmond
- School of Medical and Health Sciences, Edith Cowan University, Joondalup, Western Australia, Australia
| | - Liliya Todorova
- Occupational Therapy, Faculty of Public Health and Health Care, University of Ruse, Ruse, Bulgaria
| | - Dulce Romero-Ayuso
- Occupational Therapy Division, Department of Physical Therapy, Faculty of Health Sciences, University of Granada, Granada, Spain
| | - Hiromi Nakamura-Thomas
- Graduate School of Health, Medicine and Welfare, Saitama Prefectural University, Saitama, Japan
| | - Margo van Hartingsveldt
- Faculty of Health, Urban Vitality Centre of Expertise, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands
| | - Anne O'Hare
- Child Life and Health, Salvesen Mindroom Research Centre, Edinburgh University, Edinburgh, UK
| | - Kirsty Forsyth
- School of Health Sciences, Queen Margaret University, Edinburgh, UK
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17
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Christopher K, Lord C. Best practice assessments for autism spectrum disorders in schools. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22680] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Kourtney Christopher
- Departments of Psychiatry and School of Education University of California Los Angeles California USA
| | - Catherine Lord
- Departments of Psychiatry and School of Education University of California Los Angeles California USA
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18
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Okoli ML, Ogbu CE, Enyi CO, Okoli IC, Wilson RE, Kirby RS. Sociodemographic and socioeconomic correlates of learning disability in preterm children in the United States. BMC Public Health 2022; 22:212. [PMID: 35105328 PMCID: PMC8805283 DOI: 10.1186/s12889-022-12592-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Accepted: 01/04/2022] [Indexed: 11/10/2022] Open
Abstract
Background In 2019, 1 in every 10 infants born in the United States was preterm. Prematurity has life-threatening consequences and causes a range of developmental disabilities, of which learning disability is a prevalent complication. Despite the availability of special services for children living with learning disability, gaps still exist in terms of access due to socioeconomic factors. The aim of this study is to evaluate socioeconomic and sociodemographic correlates of learning disability in preterm children. Methods This cross-sectional study used data from the 2016–2018 National Survey of Children’s Health. Weighted multivariable analyses were conducted to ascertain the association of sociodemographic and socioeconomic factors on learning disability among preterm children. The main outcome variable was the presence of learning disability. Results Among 9555 preterm children in our study population, 1167 (12%) had learning disability. Learning disability was significantly associated with health insurance, food situation, and poverty level after adjustment for other variables. Children currently insured had lower odds of having learning disability compared to those without health insurance (OR = 0.79, 95% C.I. = 0.70–0.91). Also, children living in households that cannot afford nutritious meals are more likely to have learning disability compared to those that can afford nutritious meals at home (OR = 1.55, 95% C.I. = 1.22–1.97). Conclusion These findings highlight the need for intervention efforts to target these children living with a learning disability to achieve the 2004 Individuals with Disabilities Education Act of promoting educational equality and empowerment of children living with a learning disability.
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Affiliation(s)
- Menkeoma Laura Okoli
- Department of Epidemiology and Biostatistics, College of Public Health, University of South Florida, 13201 Bruce B Downs Blvd, Tampa, FL, USA.
| | - Chukwuemeka E Ogbu
- Department of Epidemiology and Biostatistics, College of Public Health, University of South Florida, 13201 Bruce B Downs Blvd, Tampa, FL, USA
| | - Chioma O Enyi
- Menninger Department of Psychiatry and Behavioral Sciences, Baylor College of Medicine, Houston, TX, USA
| | - Ibuchim C Okoli
- Department of Clinical sciences, All Saints University (SVG), Arnos Vale, Saint Vincent and the Grenadines
| | - Ronee E Wilson
- Department of Epidemiology and Biostatistics, College of Public Health, University of South Florida, 13201 Bruce B Downs Blvd, Tampa, FL, USA
| | - Russell S Kirby
- Department of Community and Family Health, College of Public Health, University of South Florida, Tampa, USA
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19
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Ketelaar M, Willis C, Rosenbaum P. Partnering to solve the participation puzzle. Disabil Rehabil 2022; 44:1619. [PMID: 34985392 DOI: 10.1080/09638288.2021.1994028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Affiliation(s)
- Marjolijn Ketelaar
- Center of Excellence for Rehabilitation Medicine, UMC Utrecht Brain Center, University Medical Center Utrecht, and De Hoogstraat Rehabilitation, Utrecht, The Netherlands
| | - Claire Willis
- Sport and Exercise Science, School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, Australia
| | - Peter Rosenbaum
- School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
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20
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Participation According to Clinicians Working with Young Children with Developmental Disabilities: A Long Way to Go. J Autism Dev Disord 2021; 52:4883-4896. [PMID: 34800226 DOI: 10.1007/s10803-021-05374-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/10/2021] [Indexed: 10/19/2022]
Abstract
Participation has become an important measure of outcome in child rehabilitation as young children with developmental disabilities are increasingly at risk of decreased participation. Therefore, this study garnered information on clinicians' perspectives regarding perceived facilitators and barriers when rendering participation-based interventions using a qualitative research design. Semi-structured interviews of clinicians (Ns = 12, 25-57 years) were conducted and evaluated via an inductive thematic analysis. Results denote that current mechanisms of providing participation-based interventions resembled traditionally focused interventions; thus, resulting in a knowledge-to-practice gap. Clinicians desired more opportunities to communicate with caregivers and to be able to influence the children' s natural environments. They also identified shortness of time, resources, and rigid health care regulations as barriers hampering the efficacy of participation-based services.
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21
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Huus K, Morwane R, Ramaahlo M, Balton S, Pettersson E, Gimbler Berglund I, Dada S. Voices of children with intellectual disabilities on participation in daily activities. Afr J Disabil 2021; 10:792. [PMID: 34395201 PMCID: PMC8335764 DOI: 10.4102/ajod.v10i0.792] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Accepted: 05/06/2021] [Indexed: 11/01/2022] Open
Abstract
Background Participation in daily activities is expressed as a human right. Full participation of children with disabilities in daily activities creates optimal opportunities for learning and development. Previous studies have focused primarily on proxy ratings of participation of children with intellectual disabilities in daily activities. However, little is known about how the children rate barriers and facilitators to their participation in everyday activities. Objectives To identify barriers to and facilitators for everyday activities as experienced by children with intellectual disabilities from low- and middle-income countries and high-income countries. The research questions were as follows: 'what barriers to participation do children with disabilities experience in everyday activities?' and 'what facilitators to participation do children with disabilities experience in everyday activities?' Method A qualitative content analyses was used in this study, and individual interviews were conducted with 49 children with intellectual disabilities. The interviews were performed using pictures. The children also selected the most important activities and described in their own words the facilitators and barriers relevant to being able to perform the activities. Results The most important activities were organised leisure activities, formal learning at school, taking care of other family members and family mealtimes. Self-reported barriers identified were personal functioning, social exclusion and lack of resources. The identified facilitators included satisfaction, personal capability, being included and having access to resources. Conclusion These findings provide important knowledge about the factors to consider in the development of interventions, aimed at improving the participation of children with intellectual disabilities.
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Affiliation(s)
- Karina Huus
- Department of Nursing, School of Health and Welfare, Jönköping University, Jönköping, Sweden.,CHILD Research Group, Jönköping University, Jönköping, Sweden.,Swedish Institute for Disability Research (SIDR), Jönköping, Sweden
| | - Refilwe Morwane
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Maria Ramaahlo
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Sadna Balton
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa.,Department of Speech Therapy and Audiology, Chris Hani Baragwanath Academic Hospital, Soweto, South Africa
| | - Emelie Pettersson
- Department of Nursing, School of Health and Welfare, Jönköping University, Jönköping, Sweden.,CHILD Research Group, Jönköping University, Jönköping, Sweden.,Swedish Institute for Disability Research (SIDR), Jönköping, Sweden
| | - Ingalill Gimbler Berglund
- Department of Nursing, School of Health and Welfare, Jönköping University, Jönköping, Sweden.,CHILD Research Group, Jönköping University, Jönköping, Sweden.,Swedish Institute for Disability Research (SIDR), Jönköping, Sweden
| | - Shakila Dada
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
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22
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Lloyd JEV, Baumbusch JL, Zou D. Community lives of adolescents across multiple special needs: Discrimination, community belonging, trusted people, leisure activities, and friends. JOURNAL OF COMMUNITY PSYCHOLOGY 2021; 49:1393-1417. [PMID: 33411372 DOI: 10.1002/jcop.22498] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2020] [Revised: 12/03/2020] [Accepted: 12/04/2020] [Indexed: 06/12/2023]
Abstract
We sought to gain insights into the community lives, experiences, and activities of adolescents across multiple categories of special needs. Specifically, we: explored the particular aspects of their lives adolescents felt elicited discrimination; determined whether adolescents feel a sense of community belongingness, as well as the categories of people whom adolescents approach when help is needed; and detailed the leisure activities respondents undertake and with which frequency, in addition to the quantity of friendships they have. We performed assorted descriptive analyses of the McCreary Centre Society's 2013 British Columbia Adolescent Health Survey (BCAHS) database. We found tremendous variation in the survey responses of adolescents, both within and between special needs categories, highlighting the importance of such exploratory analyses. This paper provides inductive population-based evidence to inform theories about the community lives of adolescents with special needs, as well as to guide programs and policies targeting such youth.
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Affiliation(s)
- Jennifer E V Lloyd
- School of Nursing, Faculty of Applied Science, University of British Columbia, Vancouver, British Columbia, Canada
| | - Jennifer L Baumbusch
- School of Nursing, Faculty of Applied Science, University of British Columbia, Vancouver, British Columbia, Canada
| | - Danjie Zou
- Department of Educational & Counselling Psychology & Special Education, Faculty of Education, University of British Columbia, Vancouver, British Columbia, Canada
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23
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The Impact of Anxiety on the Participation of Children on the Autism Spectrum. J Autism Dev Disord 2021; 52:2958-2969. [PMID: 34196892 DOI: 10.1007/s10803-021-05162-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/19/2021] [Indexed: 12/28/2022]
Abstract
Anxiety is common in children on the autism spectrum, however its impacts are not fully understood. Participation is an important outcome, linked to the health and wellbeing of children. This study examined the relationship between anxiety and participation using parent reports for 131 children on the autism spectrum, aged 6-13 years. Hierarchical multiple regressions explored child and family factors in relation to participation in Home and Community settings. Anxiety was a unique, significant predictor of the frequency of children's participation (but not involvement in activities) in both settings, when controlling for autism characteristics, communication skills and family income. Anxiety symptomatology may contribute to the less frequent participation of children on the autism spectrum in home and community activities.
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24
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Simpson K, Imms C, Keen D. The experience of participation: eliciting the views of children on the autism spectrum. Disabil Rehabil 2021; 44:1700-1708. [PMID: 33771078 DOI: 10.1080/09638288.2021.1903100] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
PURPOSE Children on the autism spectrum are reported to participate less in leisure activities than their peers. Little is known about what participation means for this group and the child's voice has been largely absent, partly due to methodological limitations. To address this limitation, alternative methods of eliciting children's perspectives are needed. The aim of this study is to elicit children's views about their participation experiences using a multi-method approach, and children's feedback on the method. METHODS Four children on the autism spectrum (9-13 years) used a video recording device to collect data over a 1-week period on their participation in activities. The children recorded an in-the-moment narrative to describe the activity and their in-the-moment experiences. A follow-up individualised interview was conducted, allowing children to present their unique views on their activity participation and feedback. RESULTS The children's differing perspectives identified participation as a transactional and dynamic process. Involvement was described as an individual and subjective experience, with participation influenced by personal, social, and physical factors. Children viewed the research experience positively. Recording while participating "in-the-moment" was challenging. CONCLUSION The first-person perspective provided unique insights into the children's participation experiences. This approach has the potential to inform methodological practices.IMPLICATIONS FOR REHABILITATIONChildren can describe their experience of participation and identify internal and external factors that influence their participation.Participation is a transactional and dynamic process.Video provides a useful method for children to record their "in the moment" experiences.Children's video recordings provide a stimulus for interview discussions in both research and clinical practice.
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Affiliation(s)
- Kate Simpson
- Autism Centre of Excellence, School of Educational and Professional Studies, Griffith University, Brisbane, Australia.,Griffith Institute for Educational Research, Griffith University, Brisbane, Australia
| | - Christine Imms
- Department of Paediatrics, Apex Australia Chair of Neurodevelopment and Disability, University of Melbourne VCCC, Melbourne, Australia.,Centre for Disability and Development Research, Australian Catholic University, Melbourne, Australia
| | - Deb Keen
- Autism Centre of Excellence, School of Educational and Professional Studies, Griffith University, Brisbane, Australia.,Griffith Institute for Educational Research, Griffith University, Brisbane, Australia
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Children and young people's experiences of living with developmental coordination disorder/dyspraxia: A systematic review and meta-ethnography of qualitative research. PLoS One 2021; 16:e0245738. [PMID: 33661934 PMCID: PMC7932121 DOI: 10.1371/journal.pone.0245738] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2020] [Accepted: 01/06/2021] [Indexed: 12/01/2022] Open
Abstract
Background To date services for children with Developmental Coordination Disorder (DCD) have not been informed by the perspective of children with DCD. This study aimed to synthesise the findings of discrete qualitative studies reporting the lived experiences views and preferences of children and young with DCD using a meta-ethnographic approach to develop new conceptual understandings. Methods A systematic search of ten databases; Academic Search Complete, AMED, CINAHL, ERIC, MEDLINE, PsychArticles, PsychInfo, EMBASE, SPORTDiscus, and Web of Science, was conducted between March and April 2019, and updated in early June 2020. Meta-ethnography, following the method described by Noblit and Hare was used to synthesise included studies. The Joanna Briggs Institute Checklist was used to appraise all included papers. PROSPERO registration number CRD42019129178. Results Fifteen studies met the inclusion criteria. Meta-ethnographic synthesis produced three themes; a) ‘It’s harder than it should be’: Navigating daily activities b) Fitting in, and c) ‘So what? I drop things’: Strategies and supports to mitigate challenges. Children with DCD describe a mismatch between their abilities and performance norms for daily activities that led to a cascade of negative consequences including negative self-appraisal, bullying and exclusion. In the face of these difficulties children described creative and successful strategies they enacted and supports they accessed including; assistance from others (parents, friends and teachers), focusing on their strengths and talents, accepting and embracing their difference, adopting a “just do it” attitude, setting personal goals, self-exclusion from some social activities, using humour or sarcasm, viewing performance expectations as a social construct, and enjoying friendships as a forum for fun, acceptance and protection against exclusion. Conclusion Service provision for children and young people with DCD should address the social and attitudinal environments, focus on friendship and social inclusion and address stigma-based bullying particularly within the school environment. Furthermore, practitioners should identify and foster children’s own strategies for navigating daily life activities with DCD. The identified themes resonate with contemporary disability theory and the International Classification of Functioning. The social and attitudinal environmental context of children and young people with DCD profoundly influences their experiences. Future intervention development and service provision for children and young people with DCD should consider opportunities to address social and attitudinal environmental factors.
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Borges MGDS, Medeiros AMD, Lemos SMA. Environmental factors and their associations with speech-language-hearing diagnostic hypotheses in children and adolescents. REVISTA CEFAC 2021. [DOI: 10.1590/1982-0216/20212356421] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Purpose: to analyze the associations between speech-language-hearing diagnostic hypotheses in children and adolescents and the Environmental Factors in the International Classification of Functioning, Disability, and Health. Methods: an observational, analytical, cross-sectional study carried out between 2016 and 2019 in an outpatient center with 5- to 16-year-old children and adolescents undergoing speech-language-hearing assessment and their parents/guardians. The Brazilian Economic Classification Criteria was used, and sociodemographic data were collected, along with speech-language-hearing diagnostic hypotheses and information on the presence of categories of the Environmental Factors, qualified as either barriers or facilitators. Descriptive and association analyses were made, using Pearson’s chi-square and Fisher’s Exact tests, with the significance level set at 0.05. Results: most participants had changes in oral language acquisition/development, written language, and oral-motor function. The most prevalent facilitators were in the categories of Services, Systems, and Policies; Support and Relationships; and Products and Technology, whereas the barriers were in the categories of Attitudes; Products and Technology; and Services, Systems, and Policies. The diagnostic hypotheses of “Change in cognitive aspects of language”, “Change in speech”, and “Change in voice” had a significant association with the codes present in chapters 3 - Support and Relationships, and 4 - Attitudes. Conclusion: this association shows that patients with communication changes need a comprehensive approach encompassing the Contextual Factors.
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Exploring the Impacts of Environmental Factors on Adolescents' Daily Participation: A Structural Equation Modelling Approach. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 18:ijerph18010142. [PMID: 33379167 PMCID: PMC7795731 DOI: 10.3390/ijerph18010142] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Revised: 12/22/2020] [Accepted: 12/23/2020] [Indexed: 11/24/2022]
Abstract
Adolescents with neurodevelopmental difficulties struggle to perform daily activities, reflecting the significant impact of executive functions on their participation. This research examines an integrated conceptual model wherein supportive environmental factors in the community, school and home settings explain the children’s participation (involvement and frequency) with their daily activities performance as a mediator. Parents of 81 10- to 14-year-old adolescents with and without executive function deficit profiles completed the Participation and Environment Measure for Children and Youth and the Child Evaluation Checklist. A secondary analysis was conducted to examine the structural equation model using AMOS software. The results demonstrated support for the hypothesised model. Supportive environmental demands in school predicted 32% of home participation, and the adolescents’ daily performance reflected that executive functions mediated the relationship between them. Together, these findings highlight the school environment as the primary contributor that affects the children’s functioning according to their parents’ reports and as a predictor of high participation at home in terms of frequency and involvement. This study has implications for multidisciplinary practitioners working with adolescents in general, and in the school setting specifically, to understand meaningful effects of executive functions on adolescents’ daily functioning and to provide accurate assistance and intervention.
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Maciver D, Tyagi V, Kramer JM, Richmond J, Todorova L, Romero-Ayuso D, Nakamura-Thomas H, van Hartingsveldt M, Johnston L, O'Hare A, Forsyth K. Development, psychometrics and feasibility of the School Participation Questionnaire: A teacher measure of participation related constructs. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 106:103766. [PMID: 32961517 DOI: 10.1016/j.ridd.2020.103766] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2019] [Revised: 07/08/2020] [Accepted: 08/12/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND We report development of the SPQ (School Participation Questionnaire) a teacher-completed measure of participation related constructs for schools. The SPQ was developed to support participation-related assessment, interventions, and research in the inclusive school context. METHODS Several iterative steps were undertaken. An international panel of experts reviewed content validity. A 66-item pilot questionnaire was administered in schools. Mokken and Rasch model analysis were applied. Internal consistency was assessed using Cronbach's alpha. Analyses were conducted on associations with teacher and child demographic variables. Feedback was sourced from users. Participants were teachers of 101 children (5-12 years old) with a range of disabilities, including intellectual disability, autism spectrum disorder and learning difficulties. RESULTS Four participation-related dimensions of the SPQ were confirmed. Rasch person and item reliability were good, and 2-4 strata were confirmed per scale. Internal consistency was good (all scales, Cronbach α > 0.8). Mean administration time was 11.7 min. Mean SPQ scores were independent of teacher characteristics. A significant effect of school support level, eligibility for free school meals and gender was found. Through synthesising analytic results and feedback, a new 46-item tool was obtained. CONCLUSION The results of this study provide evidence of acceptability, practicality and validity. The SPQ is the first tool developed to assess participation related constructs in schools, and it contains novel information not given by other assessments. The SPQ may be used by practitioners and researchers to understand and improve the participation of children with a range of disabilities in schools.
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Affiliation(s)
- Donald Maciver
- School of Health Sciences, Queen Margaret University, Edinburgh, Scotland EH21 6UU, UK.
| | - Vaibhav Tyagi
- School of Health Sciences, Queen Margaret University, Edinburgh, Scotland EH21 6UU, UK
| | - Jessica M Kramer
- Department of Occupational Therapy, College of Public Health and Health Professions, University of Florida, United States
| | - Janet Richmond
- School of Medical and Health Sciences, Edith Cowan University, Joondalup, Australia
| | - Liliya Todorova
- Occupational Therapy, Faculty of Public Health and Health Care, University of Ruse, Ruse, Bulgaria
| | - Dulce Romero-Ayuso
- Department of Physical Therapy, Occupational Therapy Division, Faculty of Health Sciences, University of Granada, Granada, Spain
| | - Hiromi Nakamura-Thomas
- Saitama Prefectural University, Graduate School of Health, Medicine and Welfare, Saitama, Japan
| | - Margo van Hartingsveldt
- Amsterdam University of Applied Sciences, Faculty of Health, School of Occupational Therapy, Amsterdam, The Netherlands
| | - Lorna Johnston
- School of Health Sciences, Queen Margaret University, Edinburgh, Scotland EH21 6UU, UK; Additional Support for Learning Service, Communities and Families, City of Edinburgh Council, Edinburgh, Scotland, UK
| | - Anne O'Hare
- Child Life and Health, SMC Research Centre, Edinburgh University, Edinburgh, Scotland, UK
| | - Kirsty Forsyth
- School of Health Sciences, Queen Margaret University, Edinburgh, Scotland EH21 6UU, UK
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Kenny A, Dickson-Swift V, Gussy M, Kidd S, Cox D, Masood M, Azul D, Chan C, Christian B, Theobold J, Hodge B, Knevel R, McKinstry C, Couch D, Hyett N, Veginadu P, Doroud N. Oral health interventions for people living with mental disorders: protocol for a realist systematic review. Int J Ment Health Syst 2020; 14:24. [PMID: 32211054 PMCID: PMC7092453 DOI: 10.1186/s13033-020-00357-8] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/30/2019] [Accepted: 03/16/2020] [Indexed: 01/11/2023] Open
Abstract
BACKGROUND The increasing number of people who experience mental disorders is a global problem. People with mental disorders have high rates of co-morbidity and significantly poorer oral health outcomes than the general public. However, their oral health remains largely a hidden and neglected issue. A complex range of factors impact the oral health of this group. These include anxiety and dental phobia, dietary habits, including the heavy consumption of sugary drinks, substance misuse of tobacco, alcohol, and/or psychostimulants, the adverse orofacial side effects of anti-psychotic and anti-depression medications, and financial, geographic, and social barriers to accessing oral health care. METHODS The aim of this realist systematic review is to (a) identify and synthesise evidence that explores oral health interventions for people living with mental disorders; (b) explore the context and mechanisms that have contributed to the success of interventions or the barriers and challenges; (c) produce program theories on causal, contextual and mechanistic factors to facilitate outcomes and (d) produce recommendations and guidelines to guide future oral health interventions for people with mental disorders at both the policy and practice level. Using a five-step process, that incorporates primary data collection from key stakeholders, a beginning theoretical framework will be developed to describe contextual and mechanistic factors and how they might impact on the success or failure of oral health interventions for people with mental disorders. Key database searches will be conducted, with data extraction focused on the factors that might have impacted on intervention implementation and outcomes. Quality appraisal of studies will occur, and the theoretical framework will be populated with extracted data. Stakeholder input will support the development and refinement of a theory on oral health interventions for people with mental disorders. DISCUSSION This will be the first review to take a realist approach to explore the broad scope of causal factors that impact on the success or failure of oral health interventions for people with mental disorders. The approach includes extensive stakeholder engagement and will advance realist systematic review methodology. Review outcomes will be important in guiding policy and practice to ensure oral health interventions better meet the needs of people with mental disorders.Systematic review registration This review protocol is registered with PROSPERO (Number) 155969.
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Affiliation(s)
- Amanda Kenny
- Violet Vines Marshman Centre for Rural Health Research, LaTrobe Rural Health School, P.O. Box 199, Bendigo, VIC 3552 Australia
| | - Virginia Dickson-Swift
- Violet Vines Marshman Centre for Rural Health Research, LaTrobe Rural Health School, P.O. Box 199, Bendigo, VIC 3552 Australia
| | - Mark Gussy
- College of Social Science University of Lincoln, Brayford Pool, Lincoln, Lincolnshire LN6 7TS UK
| | - Susan Kidd
- Mental Health Nursing, Mental Health Nurse Practitioner, Victoria University, Footscray, VIC Australia
| | - Dianne Cox
- Violet Vines Marshman Centre for Rural Health Research, LaTrobe Rural Health School, P.O. Box 199, Bendigo, VIC 3552 Australia
| | - Mohd Masood
- LaTrobe Rural Health School, Health School, Dentistry and Oral Health, P.O. Box 199, Bendigo, VIC 3552 Australia
| | - David Azul
- Violet Vines Marshman Centre for Rural Health Research, LaTrobe Rural Health School, P.O. Box 199, Bendigo, VIC 3552 Australia
| | - Carina Chan
- School of Psychology and Public Health, LaTrobe University, Bendigo, Australia
| | - Bradley Christian
- LaTrobe Rural Health School, Health School, Dentistry and Oral Health, P.O. Box 199, Bendigo, VIC 3552 Australia
| | - Jacqui Theobold
- Violet Vines Marshman Centre for Rural Health Research, LaTrobe Rural Health School, P.O. Box 199, Bendigo, VIC 3552 Australia
| | - Brad Hodge
- Violet Vines Marshman Centre for Rural Health Research, LaTrobe Rural Health School, P.O. Box 199, Bendigo, VIC 3552 Australia
| | - Ron Knevel
- LaTrobe Rural Health School, Health School, Dentistry and Oral Health, P.O. Box 199, Bendigo, VIC 3552 Australia
| | - Carol McKinstry
- Violet Vines Marshman Centre for Rural Health Research, LaTrobe Rural Health School, P.O. Box 199, Bendigo, VIC 3552 Australia
| | - Danielle Couch
- Violet Vines Marshman Centre for Rural Health Research, LaTrobe Rural Health School, P.O. Box 199, Bendigo, VIC 3552 Australia
| | - Nerida Hyett
- Violet Vines Marshman Centre for Rural Health Research, LaTrobe Rural Health School, P.O. Box 199, Bendigo, VIC 3552 Australia
| | - Prabhakar Veginadu
- Violet Vines Marshman Centre for Rural Health Research, LaTrobe Rural Health School, P.O. Box 199, Bendigo, VIC 3552 Australia
| | - Nastaran Doroud
- Violet Vines Marshman Centre for Rural Health Research, LaTrobe Rural Health School, P.O. Box 199, Bendigo, VIC 3552 Australia
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Coussens M, Destoop B, De Baets S, Desoete A, Oostra A, Vanderstraeten G, Van Waelvelde H, Van de Velde D. A Qualitative Photo Elicitation Research Study to elicit the perception of young children with Developmental Disabilities such as ADHD and/or DCD and/or ASD on their participation. PLoS One 2020; 15:e0229538. [PMID: 32187183 PMCID: PMC7080235 DOI: 10.1371/journal.pone.0229538] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2019] [Accepted: 02/08/2020] [Indexed: 12/25/2022] Open
Abstract
Participation, defined as ‘involvement in life situations’ according to the World Health Organisation, is a well-recognized concept and critical indicator of quality of life. In addition it has become an important outcome measure in child rehabilitation. However, little is known about the level of participation of young children with Developmental Disabilities. The aim of this study was to capture their subjective experiences of participation. An adapted informed consent based on a comic strip was used to get the children’s assent. A Photo Elicitation study was used, in which photographs were taken by the children when they were involved in meaningful activities. The photographs were then used to facilitate communication with the children and to initiate in depth-interviews. Forty-seven interviews with 16 children between five and nine years were conducted based on their photographs. This method generated rich data, confirming that young children with Developmental Disabilities were able to inform us accurately on their experiences of participation. Data was analysed by means of an inductive thematic analysis. Results showed that children perceived their participation as satisfying when they can play, learn and join in family gatherings resulting in feelings of inclusion, recognition and belonging. When there are—on occasions—moments that their participation was obstructed, the children used two strategies to resolve it. Or they walked away from it and choose not to participate, or when autonomously motivated for the activity, they relied primarily on their context (i.e. mothers) as enabling their participation. Related to the data, children discussed themes related to their person, activities, connections and mediators between those themes. These themes fit well within earlier and current research on the subject of participation.
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Affiliation(s)
- Marieke Coussens
- Department of Rehabilitation Sciences, Ghent University, Ghent, Belgium
- * E-mail:
| | - Birger Destoop
- Department of Rehabilitation Sciences, Ghent University, Ghent, Belgium
| | - Stijn De Baets
- Department of Rehabilitation Sciences, Ghent University, Ghent, Belgium
| | - Annemie Desoete
- Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium
| | - Ann Oostra
- Department of Paediatrics and Medical Genetics, Ghent University, Ghent, Belgium
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Crowe M, Maciver D, Rush R, Forsyth K. Psychometric Evaluation of the ACHIEVE Assessment. Front Pediatr 2020; 8:245. [PMID: 32548081 PMCID: PMC7272698 DOI: 10.3389/fped.2020.00245] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/25/2019] [Accepted: 04/20/2020] [Indexed: 11/13/2022] Open
Abstract
Objective: There has been a significant change within clinical practice in childhood disability from "treating" at the level of body function to ecological approaches that address the child's involvement in everyday life. Clinical assessment, and robust tools to support this, are of key importance. The aim of this study was to assess the psychometric properties of the ACHIEVE Assessment in a clinical dataset. The ACHIEVE assessment is a parent and teacher report of participation in home, school and community settings, important contributory factors for participation, and environmental factors. Design: ACHIEVE scores of children were collected from parents and teachers. The Rasch Rating Scale Model produced model estimates with WINSTEPS software. Setting: Clinical rehabilitation settings in Scotland (United Kingdom). Subjects: 401 parents and 335 teachers of 402 children participated resulting in a final sample of 736 responses. Children (78% male) were 4-17 years old (mean 7.91 years SD 2.61). Children had a range of disabilities including Developmental Coordination Disorder, Autism Spectrum Disorder, and Attention Deficit Hyperactivity Disorder. Results: The study includes a large clinical sample of children with disabilities. The results demonstrate that the ACHIEVE Assessment can provide unidimensional measurements of children's participation and important contributory factors for participation. Differential item functioning analysis indicated majority of items were comparable between parent and teacher report. Conclusions: The results confirm evidence of appropriate psychometric properties of the ACHIEVE Assessment. ACHIEVE is a comprehensive tool that enables identification of patterns and issues around participation for clinical and research purposes.
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Affiliation(s)
- Miriam Crowe
- School of Health Sciences, Queen Margaret University, Queen Margaret University Drive, Edinburgh, United Kingdom
| | - Donald Maciver
- School of Health Sciences, Queen Margaret University, Queen Margaret University Drive, Edinburgh, United Kingdom
| | - Robert Rush
- School of Health Sciences, Queen Margaret University, Queen Margaret University Drive, Edinburgh, United Kingdom
| | - Kirsty Forsyth
- School of Health Sciences, Queen Margaret University, Queen Margaret University Drive, Edinburgh, United Kingdom
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Romero-Ayuso D, Toledano-González A, Segura-Fragoso A, Triviño-Juárez JM, Rodríguez-Martínez MC. Assessment of Sensory Processing and Executive Functions at the School: Development, Reliability, and Validity of EPYFEI-Escolar. Front Pediatr 2020; 8:275. [PMID: 32548086 PMCID: PMC7272669 DOI: 10.3389/fped.2020.00275] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/04/2019] [Accepted: 04/30/2020] [Indexed: 12/21/2022] Open
Abstract
The aim of this study was to determine the psychometric properties of the Assessment of Sensory Processing and Executive Functions at the School (EPYFEI-Escolar), a questionnaire designed to assess the sensory processing and executive functions as underlying processes for school participation. The total sample consisted of 536 children aged between 3 and 11 years old who lived in Spain. A total of 103 teachers completed the questionnaire. An exploratory factor analysis was conducted, which showed five main factors: (1) initiation, organization, execution, and supervision of the action; (2) inhibitory control; (3) sensory processing; (4) emotional self-regulation and play; and (5) self-competence. Some of these factors were similar to those found in the EPYFEI for parents in the home context. The reliability of the analysis was high, both for the whole questionnaire and for the factors it is composed of. The results provide evidence of the potential usefulness of the EPYFEI-Escolar in school contexts for determining academic needs and difficulties of children; moreover, this tool can also be used to plan intervention programs in the school environment according to the needs of each child and school.
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Affiliation(s)
- Dulce Romero-Ayuso
- Department of Physical Therapy, Faculty of Health Sciences, University of Granada, Granada, Spain
| | - Abel Toledano-González
- Department of Psychology, Faculty of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Spain
| | - Antonio Segura-Fragoso
- Department of Medical Sciences, Faculty of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Spain
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