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Out-of-school time activity participation profiles of children with physical disabilities: a cluster analysis
- Author:
- KING G.
- Journal article citation:
- Child: Care, Health and Development, 36(5), September 2010, pp.726-741.
- Publisher:
- Wiley
The aim of this study was to determine out-of-school activity participation profiles of school-aged children with physical disabilities. The participants were 427 school-aged children (229 boys, 198 girls) aged 6-14 years with physical disabilities living in Ontario, Canada. The children and their parents completed a package of questionnaires and also underwent a home-based interview. Activity participation profiles were determined by cluster analysing the children's responses on multiple dimensions of participation (intensity, location, companionship, enjoyment, preference) in five activity types (recreational, active physical, social, skill-based, self-improvement). The cluster analysis revealed four groups, labelled Social Participators (a highly social and neighbourhood-focused group), Broad Participators (a group of high participators who enjoy participation), Low Participators (a group with low enjoyment and weak preferences) and Recreational Participators (a group of younger children who participate in recreational activities with family members). The groups showed meaningful differences across a range of socio-demographic, child, parent, family and environmental variables. The findings support an affective and contextual view of participation, indicating the importance of motivational theory and a person-environment approach in understanding the complexity of children's out-of-school activity participation.
Measuring children's participation in recreation and leisure activities: construct validation of the CAPE and PAC
- Authors:
- KING G. A., et al
- Journal article citation:
- Child: Care, Health and Development, 33(1), January 2007, pp.28-39.
- Publisher:
- Wiley
There is a need for psychometrically sound measures of children's participation in recreation and leisure activities, for both clinical and research purposes. This paper provides information about the construct validity of the Children's Assessment of Participation and Enjoyment (CAPE) and its companion measure, Preferences for Activities of Children (PAC). These measures are appropriate for children and youth with and without disabilities between the ages of 6 and 21 years. They provide information about six dimensions of participation (i.e. diversity, intensity, where, with whom, enjoyment and preference) and two categories of recreation and leisure activities: (i) formal and informal activities; and (ii) five types of activities (recreational, active physical, social, skill-based and self-improvement). This paper presents information about the performance of the CAPE and PAC activity type scores using data from a study involving 427 children with physical disabilities between the ages of 6 and 15 years. Intensity, enjoyment and preference scores were significantly correlated with environmental, family and child variables, in expected ways. Predictions also were supported with respect to differences in mean scores for boys vs. girls, and children in various age groups. The information substantiates the construct validity of the measures. The clinical and research utility of the measures are discussed.
Service integration and co-ordination: a framework of approaches for the delivery of co-ordinated care to children with disabilities and their families
- Authors:
- KING G., MEYER K.
- Journal article citation:
- Child: Care, Health and Development, 32(4), July 2006, pp.477-492.
- Publisher:
- Wiley
This article clarifies the nature of 'service integration' and 'service co-ordination' and discusses how these aspects relate to the fundamental goal of providing co-ordinated care for children with disabilities and their families. Based on a review of the service delivery literatures in the fields of health, social services and rehabilitation, a framework is presented that outlines the scope of the co-ordination-related functions and activities encompassed in three common types of approaches to the delivery of co-ordinated care. These are a system/sector-based service integration approach, an agency-based service integration approach and a client/family-based service co-ordination approach. The functions outlined in the framework include aggregate-level planning of services (designed to map out the scope and plan for service provision in a community or geographical area), administrative functions (designed to ensure wise and equitable access to resources) and client-specific service delivery functions (designed to link clients/families to needed services). The framework is a tool that can be used to support policy making and decision making with respect to the design of efforts to provide co-ordinated care. It provides information about commonly used approaches and the essential elements of these approaches, which can be used in making choices about the scope and nature of an approach towards service integration/co-ordination.
A four-part ecological model of community-focused therapeutic recreation and life skills services for children and youth with disabilities
- Authors:
- KING G., CURRAN C.J., McPHERSON A.
- Journal article citation:
- Child: Care, Health and Development, 39(3), 2013, p.325–336.
- Publisher:
- Wiley
Aim: This article presents a four-part model of community-focused therapeutic recreation and life skills services for children's rehabilitation centres. Method and Results: The model is based on 15 years of clinical and management practice in a Canadian context combined with evidence from the literature on community-focused service delivery. The model incorporates an ecological approach and principles from models of therapeutic recreation, community capacity building, and health promotion, as well as client/family-centred care. The four pillars of the model reflect a set of integrated services and principles designed to support the participation of children and youth with disabilities in community activities. The pillars involve providing community outreach services, providing community development services, sharing physical and educational resources with community partners, and promoting the organisation as a community facility that provides adapted physical space and specialised instruction. The lessons learned in implementing the model are discussed, including the importance of ensuring the sustainability of community recreation programmes. Conclusions: The model will be of use to managers and service organisations seeking to develop an integrated programme of community-focused therapeutic recreation and life skills services based on a collaborative capacity-building approach. (Publisher abstract)