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Quartermaine JR, Rose TA, Auld ML, Johnston LM. Participation measures that evaluate attendance and involvement for young people aged 15 to 25 years with cerebral palsy: a systematic review. Disabil Rehabil 2024; 46:1734-1750. [PMID: 37195908 DOI: 10.1080/09638288.2023.2207042] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Revised: 04/19/2023] [Accepted: 04/21/2023] [Indexed: 05/19/2023]
Abstract
PURPOSE To identify participation-focused measures used for young people with cerebral palsy (CP), evaluate their psychometric evidence, and map item content to the International Classification of Functioning, Disability, and Health (ICF), and family of Participation-Related Constructs (fPRC) frameworks. METHODS Four databases (PubMed, Embase, Web of Science, CINAHL) were searched for papers that involved young people with CP aged 15 to 25 years and reported original data from a participation measure. Each measure was examined for validity, reliability, responsiveness (using the COSMIN checklist), clinical utility, the inclusion of accessible design features, self- and/or proxy-report from people with communication support needs, and item content according to ICF and fPRC. RESULTS Of 895 papers, 80 were included for review. From these, 26 measures were identified. Seven measures (27 papers/resources) were participation-focused, capable of producing a score for participation Attendance and/or Involvement. Of these, all measured Attendance (n = 7) but fewer than half measured Involvement (n = 3). Few included studies (37%) reported including some self-report of people with communication support needs. CONCLUSIONS Participation measures for young people with CP are evolving but require more: (i) emphasis on measurement of involvement; (ii) investigation of psychometric properties; and (iii) adaptation to enable self-report by young people with communication support needs.
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Affiliation(s)
- Jacinta R Quartermaine
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
- Children's Motor Control Research Collaboration, Brisbane, Australia
- Choice, Passion, Life, Brisbane, Australia
- Queensland Cerebral Palsy Register, Brisbane, Australia
| | - Tanya A Rose
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
- Children's Motor Control Research Collaboration, Brisbane, Australia
| | - Megan L Auld
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
- Children's Motor Control Research Collaboration, Brisbane, Australia
- Choice, Passion, Life, Brisbane, Australia
- Queensland Cerebral Palsy Register, Brisbane, Australia
| | - Leanne M Johnston
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
- Children's Motor Control Research Collaboration, Brisbane, Australia
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Shelton N, Munro N, Starling J, Tieu L, Keep M. Social media use by young people with language disorders: a scoping review. Disabil Rehabil 2024:1-11. [PMID: 38459901 DOI: 10.1080/09638288.2024.2325039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Accepted: 02/24/2024] [Indexed: 03/11/2024]
Abstract
PURPOSE Social media are widely used by young people (YP), but how YP with language disorders use social media for social interaction remains insufficiently studied. This article provides an overview of the research on social media use by YP with language disorders. MATERIALS AND METHODS A scoping review was conducted, guided by a five-stage framework. Ten databases were searched (CENTRAL, CINAHL, ERIC, LLBA, Medline, PsychINFO, Scopus, speechBITE, Web of Science, ProQuest Dissertations & Theses Global). Chaining searches of papers identified for inclusion were conducted. RESULTS After screening 199 unique papers, 44 were included. Findings revealed that YP with language disorders use social media less compared to typically developing peers; their profile of communication difficulties may impact the types of social media with which they engage. Although intervention studies are limited, the results offer encouraging findings regarding the positive impact of support for use of social media. Barriers and facilitators for social media use are identified. CONCLUSIONS YP with language disorders use social media for social purposes. However, co-designed research into what YP with language disorders perceive their social media needs to be is urgently needed. How to support YP with language disorders to use social media is subject to future investigation.
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Affiliation(s)
- Nichola Shelton
- Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Natalie Munro
- Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Julia Starling
- Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Lyn Tieu
- Faculty of Arts and Science, University of Toronto, Toronto, Canada
- MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Sydney, Australia
- Department of Linguistics, Macquarie University, Sydney, Australia
| | - Melanie Keep
- Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
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Söderström S, Østby M, Bakken H, Ellingsen KE. How using assistive technology for cognitive impairments improves the participation and self-determination of young adults with intellectual developmental disabilities. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2021; 25:168-182. [PMID: 31645186 DOI: 10.1177/1744629519882582] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
In Norway, where all citizens are entitled to live in their own homes in their local communities, people with intellectual disabilities receive community-based home care services that aim to promote their ability to live on their own. In our study, we investigated how using an assistive device for cognitive impairment - namely, a memo planner (MP) - in community-based home care services affected the everyday lives of people with intellectual developmental disabilities (IDD). Our sample consisted of seven young adults with IDD and their support staff. Data were collected during field observations and group interviews and analysed via systematic text condensation. The findings illuminate how using an MP can structure the daily lives of young adults with IDD and afford them opportunities to participate in everyday activities. In this article, we discuss how using an MP shapes interactions between people with IDD and their support staff.
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Affiliation(s)
| | - May Østby
- 3678Østfold University College, Norway
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Simpson K, Adams D, Ambrose K, Keen D. "My cheeks get red and my brain gets scared": A computer assisted interview to explore experiences of anxiety in young children on the autism spectrum. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 113:103940. [PMID: 33765519 DOI: 10.1016/j.ridd.2021.103940] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Revised: 03/12/2021] [Accepted: 03/12/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Anxiety symptoms are common in children on the autism spectrum and may be present at an early age. While a multi-informant approach is considered best practice in the assessment of anxiety, self-reports from young children on the autism spectrum are rarely included. AIMS The aim of this study was to utilise a computer-assisted interview procedure incorporating visual prompts to elicit the viewpoints of children about their experiences of anxiety. METHODS AND PROCEDURES Ten children aged 5-8 years who were diagnosed on the autism spectrum completed the interview. Directed content analysis was used to explore the data generated in the interview. OUTCOMES AND RESULTS A wide range of situations that trigger anxiety, and responses to anxiety, were reported across the participant group. These responses may be unrecognised as anxiety by others. The children provided positive feedback on the use of the computer-assisted interview. CONCLUSIONS AND IMPLICATIONS The child's own self-report can inform parents and professionals of the situations which make them more or less anxious and the behaviours that they use to communicate their anxiety in that specific situation. The use of a computer-assisted interview may be an effective method to support self-report of anxiety-related experiences for young children on the autism spectrum.
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Affiliation(s)
- Kate Simpson
- Autism Centre of Excellence, Arts Education and Law, Griffith University, QLD, Australia; Griffith Institute for Educational Research, Griffith University, QLD, Australia.
| | - Dawn Adams
- Autism Centre of Excellence, Arts Education and Law, Griffith University, QLD, Australia; Griffith Institute for Educational Research, Griffith University, QLD, Australia.
| | - Kathryn Ambrose
- Autism Centre of Excellence, Arts Education and Law, Griffith University, QLD, Australia; Griffith Institute for Educational Research, Griffith University, QLD, Australia.
| | - Deb Keen
- Autism Centre of Excellence, Arts Education and Law, Griffith University, QLD, Australia; Griffith Institute for Educational Research, Griffith University, QLD, Australia.
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A Systematic Review on Clinimetric Properties of Play Instruments for Occupational Therapy Practice. Occup Ther Int 2020; 2020:2490519. [PMID: 32821250 PMCID: PMC7416293 DOI: 10.1155/2020/2490519] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2020] [Revised: 04/24/2020] [Accepted: 06/16/2020] [Indexed: 11/29/2022] Open
Abstract
Play is considered the main occupation for children. Pediatric occupational therapists utilize play either for evaluation or intervention purpose. However, play is not properly measured by occupational therapists, and the use of play instrument is limited. This systematic review was aimed at identifying play instruments relevant to occupational therapy practice and its clinimetric properties. A systematic search was conducted on six databases (Academic Search Complete, CINAHL, MEDLINE, Psychology and Behavioral Science Collection, Scopus, and ASEAN Citation Index) in January 2020. The quality of the included studies was evaluated using Law and MacDermid's Appraisal for Clinical Measurement Research Reports, and psychometric properties of play instruments were evaluated using Terwee's checklist while the clinical utility is extracted from each instrument. Initial search identifies 1,098 articles, and only 30 articles were included in the final analysis, extracting 8 play instruments. These instruments were predominantly practiced in the Western culture, which consists of several psychometric evidences. The Revised Knox Preschool Play Scale is considered the most extensive and comprehensive play instrument for extrinsic aspect, whereas the Test of Playfulness + Test of Environmental Supportiveness Unifying Measure is a promising play instrument for intrinsic aspect on play, where both instruments utilize observation. My Child's Play is a potential questionnaire-based play instrument. However, the current development of play instruments in the occupational therapy field is immature and constantly evolving, and occupational therapists should exercise good clinical reasoning when selecting a play instrument to use in practice.
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Arvidsson P, Dada S, Granlund M, Imms C, Bornman J, Elliott C, Huus K. Content validity and usefulness of Picture My Participation for measuring participation in children with and without intellectual disability in South Africa and Sweden. Scand J Occup Ther 2019; 27:336-348. [PMID: 31402722 DOI: 10.1080/11038128.2019.1645878] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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.
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Affiliation(s)
- Patrik Arvidsson
- School of Health and Welfare, Swedish Institute for Disability Research, Jönköping University, Jonkoping, Sweden.,Centre for Research and Development, Uppsala University/Region Gävleborg, Gävle, Sweden
| | - Shakila Dada
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Mats Granlund
- School of Health and Welfare, Swedish Institute for Disability Research, Jönköping University, Jonkoping, Sweden
| | - Christine Imms
- Centre for Disability and Development Research, Australian Catholic University, Melbourne, Australia
| | - Juan Bornman
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Catherine Elliott
- School of Occupational Therapy, Speech pathology and Social Work, Curtin University, Perth, Australia
| | - Karina Huus
- School of Health and Welfare, Swedish Institute for Disability Research, Jönköping University, Jonkoping, Sweden
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