| 1. |
- Olsson, Lena, 1968-, et al.
(författare)
-
Habilitation service utilization patterns among children with mild intellectual disability
- 2017
-
Ingår i: Journal of Policy and Practice in Intellectual Disabilities. - : John Wiley & Sons. - 1741-1122 .- 1741-1130. ; 14:3, s. 233-239
-
Tidskriftsartikel (refereegranskat)abstract
- BackgroundThere is a need for more knowledge about the utilization of habilitation services outside school among children with mild intellectual disability (ID). Specific aims. The aim of this study was to describe the patterns of habilitation service utilization among children with mild ID living in Sweden.MethodA quantitative cross-sectional total population study was performed using data from service providers’ existing records.FindingsThe most common types of services utilized were those by physicians, counselors, and psychologists. Compared with children with mild ID who were in special classes, children with mild ID who were integrated into mainstream classes utilized significantly fewer types of services. Increasing age of the child was associated with a lower number of service types utilized. Children integrated into mainstream classes were significantly less likely to utilize habilitation services than children attending special classes. The likelihood of utilizing habilitation services decreased with age. Approximately two-thirds of the children utilized habilitation services.DiscussionIt is urgent that integration/inclusion in one organizational system, that is, school, does not result in exclusion in another system, such as pediatric habilitation services, which also aim to promote active participation in society. Pediatric habilitation professionals, teachers, and health units at schools need to interact in a manner so that children with mild ID, independent of type of school setting, have access to disability-related services outside school.
|
|
| 2. |
- Olsson, Lena, 1968-, et al.
(författare)
-
Social service utilisation in relation to class setting - a longitudinal study among children with mild intellectual disability in Sweden
- 2020
-
Ingår i: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 35:4, s. 544-558
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate if the type of class setting is related to the utilisation of disability-related services and child welfare services outside school over time among children with mild intellectual disability (ID). A quantitative study with a longitudinal and comparative design was carried out including data from archival records concerning service utilisation among 405 children. Children in special classes were more likely than children integrated into regular classes to utilise disability-related services. Integrated children who changed school setting from regular classes to special classes were more likely to begin to utilise such services and to increase the number of services utilised, compared to children who remained integrated. Professionals in social services and schools may need to improve their collaboration around families of children with mild ID when assessing needs and providing services. Special attention may need to be devoted to children integrated into regular classes.
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
- Arvidsson, Patrik, et al.
(författare)
-
Content validity and usefulness of Picture My Participation for measuring participation in children with and without intellectual disability in South Africa and Sweden
- 2020
-
Ingår i: Scandinavian Journal of Occupational Therapy. - : Informa UK Limited. - 1103-8128 .- 1651-2014. ; 27:5, s. 336-348
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Participation comprises attendance and involvement in everyday situations. Picture My Participation (PmP) is an instrument intended to measure participation in children with disabilities, particularly in low and middle income countries. Aim: To investigate content validity and usefulness of PmP for measuring participation in children with intellectual disability (ID) in South Africa and Sweden. Methods: A picture supported interview with 149 children, 6-18 years, with and without ID. Twenty everyday activities were provided. The three most important activities were selected by the child. Attendance was rated on all activities. Involvement was rated on the most important. Results: All activities were selected as important by at least one child with ID in both countries. There were similarities in perceived importance between the children with and without ID from South Africa. The children from South Africa with ID were the only subgroup that used all scale points for rating attendance and involvement. Conclusion: The 20 selected activities of PmP were especially relevant for children with ID in South Africa. The usefulness of the scales was higher for the children with ID in both countries. PmP is promising for assessing participation across different settings but psychometrical properties and clinical utility need further exploration.
|
|
| 6. |
- Arvidsson, Patrik, et al.
(författare)
-
Structural validity and internal consistency of Picture My Participation : A measure for children with disability
- 2021
-
Ingår i: African Journal of Disability. - : OASIS. - 2226-7220 .- 2223-9170. ; 10
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Picture My Participation (PMP) intended to measure participation, defined as attendance and involvement in everyday situations, of children with disabilities, particularly in low- and middle-income settings.Objectives: To explore structural validity of PMP by identifying possible subcomponents in the attendance scale and examining internal consistency of the total score and each subcomponent.Method: A picture-supported interview was conducted with 182 children, 7–18 years, with and without intellectual disability (ID). Frequency of attendance in 20 activities was rated on a four-point Likert scale (never, seldom, sometimes and always).Results: An exploratory principal component analysis extracted four subcomponents: (1) organised activities, (2) social activities and taking care of others, (3) family life activities and 4) personal care and development activities. Internal consistency for the total scale (alpha = 0.85) and the first two subcomponents (alpha = 0.72 and 0.75) was acceptable. The two last subcomponents alpha values were 0.57 and 0.49.Conclusion: The four possible subcomponents of PMP can be used to provide information about possible domains in which participation and participation restrictions exist. This study provided further psychometric evidence about PMP as a measure of participation. The stability and the utility of these subcomponents needed further exploration.
|
|
| 7. |
- Balton, Sadna, et al.
(författare)
-
Test-retest reliability of Picture My Participation in children with intellectual disability in South Africa
- 2022
-
Ingår i: Scandinavian Journal of Occupational Therapy. - : Informa UK Limited. - 1103-8128 .- 1651-2014. ; 29:4, s. 315-324
-
Tidskriftsartikel (refereegranskat)abstract
- Background Picture My Participation (PmP) is a promising instrument for measuring the participation in everyday situations of children with intellectual disability (ID), particularly in low- and middle-income countries. Aim To explore test-retest reliability of PmP by comparing two repeated measurements of children with ID in an urban context in South Africa. Methods A picture-supported interview with 31 children with ID, aged 7-17 years, was conducted twice, two weeks apart. The children rated their participation, operationalised as attendance and involvement, in 20 everyday activities. Analyses were completed for total scores, for the four subcomponents and at item level. Results Test-retest agreement at an item level for both attendance and involvement showed slight/fair agreement for most activities (Kappa = 0.01-0.40), and moderate agreement for some activities (Kappa = 0.41-0.60). Moderate agreement was shown for the total scale and at component level (ICC = 0.5-0.75), except for (firstly) attendance of and involvement in 'Family Activities' (ICC = 0.26 for attendance, 0.33 for involvement), and (secondly) involvement in 'Personal Activities' (ICC = 0.33). Conclusion The result indicates that PmP can reliably be used at component level and as a screening tool for intervention planning to identify participation and participation restrictions in children with ID.
|
|
| 8. |
- Björk, Maria, et al.
(författare)
-
The consequences of deafblindness rules the family : Parents' lived experiences of family life when the other parent has deafblindness
- 2022
-
Ingår i: The British Journal of Visual Impairment. - : Sage Publications. - 0264-6196 .- 1744-5809. ; 40:1, s. 18-28
-
Tidskriftsartikel (refereegranskat)abstract
- Deafblindness is a combined vision and hearing disability that restricts communication, access to information, and mobility, thus limiting a person's activities and full participation in society. Literature on how this might affect the lives of family members is sparse. The aim of this study is to describe the lived experience of family life from the perspective of one parent when the other has deafblindness. Six partners of deafblind parents, four men and two women, agreed to participate. Three were deaf and communicated in Swedish sign language. Qualitative interviews were conducted and analysed using interpretative phenomenological analysis. Seven themes were identified during the analysis. When one parent has deafblindness, communication within the family and with people outside the family is affected. The non-deafblind partners tried to integrate deafblindness into everyday family life and constantly strove to compensate for the losses caused by deafblindness. They tried to enhance participation and engagement in everyday family life for the parent with deafblindness by facilitating communication and taking a greater part in some areas of their shared responsibilities at home. The results reveal that these partners often put themselves in second place. They and their families needed support to manage family life. Deafblindness affects the life of the entire family, and the non-deafblind partner has to take considerable responsibility for everyday life. Everyday life can be facilitated by an adapted environment and appropriate support, which should be offered to the entire family.
|
|
| 9. |
- Dada, Shakila, et al.
(författare)
-
Agreement between participation ratings of children with intellectual disabilities and their primary caregivers
- 2020
-
Ingår i: Research in Developmental Disabilities. - : Elsevier. - 0891-4222 .- 1873-3379. ; 104
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Participation of children with ID it is argued must be understood in relation to the fit with the environment. Since caregivers are a vital factor within the close environment of a child with intellectual disability, their perceptions are unequivocally important.Aims: The main aim of this study is to describe the self-reported participation of children with ID and the perceptions of their primary caregivers. Both frequency of attendance and perceived importance of activity was measured with self-reported and proxy-reports.Methods & Procedures: A custom developed Picture my Participation (PmP) survey was utilised in an interview format with children with intellectual disability whilst their primary caregivers completed the survey independently.Results: Overall, the perceptions of children with intellectual disabilities and of primary caregivers showed similarities regarding attendance and activities considered important. On group level, both children and primary caregivers perceived the child to have a high level of attendance ofFormal learning in school, Family mealtime, Interacting with family and Celebrations. An overall poor agreement in perceived frequency of attendance was found. However, in child-primary cargiver-dyads poor agreement in perceived frequency of attendance was found.Conclusions: While primary caregivers and children's ratings of attendance and selection of the most important activities appeared somewhat similar, there was a noted difference, in that primary caregivers’ were uniform in their selection, whilst there was a diversity in the selection of activities amongst children.
|
|
| 10. |
- Dada, S., et al.
(författare)
-
PARTICIPATION OF CHILDREN WITH DISABILITIES AND THEIR PEERS IN LOW- AND MIDDLE-INCOME COUNTRIES : Comparison of Children with and without Disabilities
- 2023
-
Ingår i: The Routledge Handbook of Inclusive Education for Teacher Educators. - London : Taylor & Francis. - 9781000843415 - 9781032129877 ; , s. 157-190
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Participation in all aspects of life is a right of children. However, in high-income countries, children with developmental disabilities (DD) are not afforded the same participation as their peers with typical development (TD). This can affect their life experiences and academic success. For children with DD, most of whom live in low- and middle–income countries (LMIC), understanding of how patterns of participation differ from their peers with TD is limited, which impacts how they are included in the classroom. This study described research on the participation of children with DD and their peers with TD in LMIC. A scoping review was conducted for studies on the participation of children with DD and their peers with TD from LMIC, using established assessments. Sixteen studies from eight middle-income countries were identified. These studies suggested that decreased participation for children with DD in comparison to their peers with TD was prevalent. Overall, the participation of children with DD and their peers with TD followed a similar pattern in the LMIC countries to that in high-income countries, with children with DD having lower participation in physical, social and skill-based activities, suggesting that the participation of children may follow universal patterns.
|
|
