| 1. |
- Almqvist, Lena, et al.
(författare)
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'I can play!' : Young children's perceptions of health
- 2006
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Ingår i: Pediatric Rehabilitation. - London : Taylor & Francis. - 1363-8491 .- 1464-5270. ; 9:3, s. 275-284
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Tidskriftsartikel (refereegranskat)abstract
- Health is today viewed as a multi-dimensional concept partly conceptualized independent from not being ill. The aim of this study was to gain knowledge of how young children perceive health. Interviews were conducted with 68 children (4–5 years), within their pre-school setting, with the help of a semi-structured interview guide. A multi-dimensional perspective represented by the health dimensions of the International Classification of Functioning, Disability and Health (ICF) was used in a manifest deductive content analysis. The children's statements were categorized and placed under one of the four health dimensions, body, activity, participation and environment. A latent content analysis was applied to identify underlying themes in the manifest categories. The results revealed that young children perceive health as a multi-dimensional construct, largely related to being engaged, i.e. to be able to perform wanted activities and participate in a supportive every-day context. This implies that improvements of child engagement should be emphasized in health promotion and to a greater extent be the central focus of health interventions for young children.
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| 2. |
- Pless, Mia, et al.
(författare)
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Evaluation of in-service training in using the ICF and ICF version for children and youth
- 2009
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Ingår i: Journal of Rehabilitation Medicine. - : Medical Journals Sweden AB. - 1650-1977 .- 1651-2081. ; 41:6, s. 451-458
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: To study the effects of in-service training on staff's self-reported knowledge, understanding use of the International Classification of Functioning, Disability and Health (ICF) and ICF Children and Youth version (ICF-CY). DESIGN: Quasi-experimental with a questionnaire prior to training and another one year after training. METHODS: Intervention was in-service training in using the ICF and ICF-CY. Subjects were 113 professionals working in habilitation services. Two subgroups were compared: (i) subjects who reported one year after the training that they had used the ICF and ICF-CY in daily practice; and (ii) subjects who had not used these frameworks. RESULTS: The gender, age, and years of work experience of the members in the subgroups were similar. The professionals who used what they learnt from the training, and who already had knowledge about and a positive attitude to the ICF/ICF-CY prior to the training, were found to benefit most from the training. They also increased their ability to apply it to statements about everyday work. These professionals should focus on increasing their understanding and use of the ICF/ICF-CY in their everyday work and in assessment, while those who have limited prior knowledge of the ICF/ICF-CY should focus on gaining knowledge and understanding the purpose, terms and components of the framework. CONCLUSION: It is recommended that in-service training in using the ICF and ICF-CY is tailored to different groups of professionals depending on their degree of knowledge of the ICF/ICF-CY.
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| 3. |
- Ibragimova, Nina, et al.
(författare)
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The utility of ICF for describing interaction in non-speaking children with disabilities : caregiver ratings and perceptions
- 2007
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Ingår i: Disability and Rehabilitation. - : Informa Healthcare. - 0963-8288 .- 1464-5165. ; 29:22, s. 1689-1700
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Tidskriftsartikel (refereegranskat)abstract
- PURPOSE: The purpose of the study is to explore the utility of the International Classification of Functioning, Disability and Health (ICF) when assessing caregivers' perceptions of interaction and factors related to interaction in non-speaking children with disability.METHOD: A questionnaire with focus on interaction and related factors was constructed by linking questions in existing instruments to ICF and was completed by 208 professionals and parents of 195 non-speaking children with disabilities in Russia. Caregivers' descriptions of interaction in open-ended questions were qualitatively analysed and compared to selected caregivers' ratings of children's functioning and environment in the questionnaire based on ICF.RESULTS: In the open-ended questions about interaction the caregivers described modes of communication children used, situations in which interactions took place, positive and negative aspects of interactions. Thirty eight respondents described interaction with children negatively, 66 neutrally, and 76 positively. Statistical analyses revealed significant differences among the three groups of respondents concerning their ratings of children's functioning and environment in the ICF-based questionnaire.CONCLUSIONS: The ICF-related items in the questionnaire corresponded to caregivers' perceptions of interaction, which shows their relevance for the description of interactions. ICF is feasible in describing of interaction and interaction-related factors in non-speaking children with disabilities in Russia.
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| 4. |
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| 5. |
- Almqvist, Lena, et al.
(författare)
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Participation in school environment of children and youth with disabilities : a person-oriented approach
- 2005
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Ingår i: Scandinavian Journal of Psychology. - Oxford : Blackwell. - 0036-5564 .- 1467-9450. ; 46:3, s. 305-314
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated patterns of interrelated positive subject and environmental factors related to participation in school activities of pupils with different kinds of disabilities. Questionnaires concerning participation were collected from 472 pupils with disabilities and their teachers, parents and special education consultants. A person-oriented approach with the aim to identify patterns of variables related to a high degree of participation of pupils with disabilities was used. Cluster-groups were formed based on scores for individual subjects on factors identified as important for participation. Groups with a high degree of participation were characterized by high scores in autonomy and perceived interaction with peers and teachers and an internal locus of control. Type and degree of disability did not predict cluster group membership. A conclusion is that the outcome participation is better predicted by patterns of interrelated positive subject and environmental factors than by type of disability or any other single factor.
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| 6. |
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| 7. |
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| 8. |
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| 9. |
- Eriksson, Lilly, et al.
(författare)
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Participation in everyday school activities for children with and without disabilities
- 2007
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Ingår i: Journal of Developmental and Physical Disabilities. - : Springer Science and Business Media LLC. - 1056-263X .- 1573-3580. ; 19:5, s. 485-502
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Tidskriftsartikel (refereegranskat)abstract
- Children with disabilities attending regular school often need more support than other children in order to participate in different school activities. Are children with disabilities included and do they participate in the same activities as their peers? During one school day, 66 children, 33 children with disabilities, were observed at school. After school the children were interviewed about participation in school activities and their social networks and they self-rated their autonomy. The results showed that children with disabilities have lower participation both in structured and unstructured activities. In structured activities differences existed primarily in math, practical subjects, and science. Children with disabilities had fewer friends and rated their autonomy lower. The difference in participation for children with and without disabilities is context specific; it indicates that professionals need to consider context specificity in developing interventions to increase participation.
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| 10. |
- Granlund, Mats, et al.
(författare)
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Studying interaction between children who do not use symbols in interaction and their parents within the family system : Methodological challenges
- 2006
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Ingår i: Disability and Rehabilitation. - : Informa UK Limited. - 0963-8288 .- 1464-5165. ; 28:3, s. 175-182
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Tidskriftsartikel (refereegranskat)abstract
- Purpose. To parents of children with profound multiple disabilities who do not use symbols in interaction a successful outcome of dyadic interaction with their children consists of shared experiences, mutual joy and understanding. In the last two decades interaction intervention for these parents and their children has become an issue for research with the aim to identify factors that facilitate mutually rewarding parent-child interaction. Interaction patterns between the child and his/ her caregivers must be studied, assessed and intervened within relation to the family system and how it changes over time. The aim of this article is to discuss the methodological challenges in studying parent-child interaction in the context of the family system. Method. Research methods designed to handle complexity, multidimensionality, heterogeneity among research subjects and small number of participants in the analysis are described. Conclusions. It is concluded that the theories and methods used must guide the researcher in how to delimit a manageable number of factors to include in the analysis, in how to analyse the interrelationships between the factors, and in how to study changes in patterns of factors over time. Prerequisites to meet the methodological challenges are that the constructs investigated have a sound theoretical base and that longitudinal data are collected.
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