Search results for ‘Subject term:"physical disabilities"’ Sort:
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Cross-cultural validation of the Children's Assessment of Participation and Enjoyment (CAPE) in Spain
- Authors:
- LONGO E., et al
- Journal article citation:
- Child: Care, Health and Development, 40(2), 2014, pp.231-241.
- Publisher:
- Wiley
Background: Despite growing interest in the topic of participation, the construct has not yet been assessed in children and adolescents with and without cerebral palsy (CP) in Spain. As there are no available instruments to measure participation in leisure activities which have been adapted in this country, the goal of this study was to validate a Spanish version of the Children's Assessment of Participation and Enjoyment (CAPE). Method: The sample comprised 199 children and adolescents with CP and 199 without CP, between 8 and 18 years of age, from seven regions in Spain. The adaptation of the original version of CAPE was carried out through translation and backward translation, and the validity of the instrument was analysed. Construct validity was assessed through the correlation of the diverse CAPE domains and the quality of life domains (KIDSCREEN questionnaire). Discriminant validity was established by comparing children and adolescents with CP and typically developing children and adolescents. For test–retest reliability, the children and adolescents with and without CP completed the CAPE questionnaire twice within 4 weeks. Results: The correlations found between the CAPE domains and the quality of life domains show that the CAPE presents construct validity. The CAPE discriminated children and adolescents with CP from those without any disability in the results of participation. According to most CAPE domains, typically developing children and adolescents engage in a greater number of activities than children and adolescents with CP. Test–retest reliability for the Spanish version of CAPE was adequate. Conclusion: The study provides a valid instrument to assess the participation of children and adolescents with and without CP who live in Spain. (Publisher abstract)
Exploring the comparative responsiveness of a core set of outcome measures in a school-based conductive education programme
- Authors:
- WRIGHT F.V., BOSCHEN K., JUTIA J.
- Journal article citation:
- Child: Care, Health and Development, 31(3), May 2005, pp.291-302.
- Publisher:
- Wiley
Conductive education (CE) is a holistic educational system that uses an active cognitive approach to teach individuals with motor disorders to become more functional participants in daily activities. While CE's popularity continues to grow in North America and Europe, its effectiveness has not been established. This study aims to determine which outcome measures from a core set were most responsive to physical, functional and psychosocial changes associated with a school-based CE programme. This was a one-group before and after data collection design using an 8-month follow-up period. We enrolled a referral sample of nine children with cerebral palsy in Kindergarten or Grade 1 (Gross Motor Function Classification System levels 3, 4 or 5). The study took place within a school-based CE programme at a Canadian children's rehabilitation centre. Children participated in a CE full-day class for an entire school year. Physical, functional, psychosocial and participation measures included: Gross Motor Function Measure (GMFM), Quality of Upper Extremity Skills Test (QUEST), Peabody Developmental Motor Scales, Paediatric Evaluation of Disability Inventory (PEDI), Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, Individualized Educational Plan, and Goal Attainment Scaling (GAS). Four children from the study's second year were also evaluated on the Impact on Family Scale (IFS), GAS and School Function Assessment. The Gross Motor Function Measure, QUEST, PEDI (Caregiver Assistance) and IFS were most responsive to change. GAS was useful in documenting and quantifying goals. Problems were encountered in evaluating self-esteem and school participation. Several strong measures of outcome were identified. Concludes that further work is needed to find valid and sensitive psychosocial and school participation measures for these young children.
Introduction to challenging behaviour
- Author:
- PIMM Paul L.
- Journal article citation:
- British Journal of Occupational Therapy, 61(7), July 1998, pp.306-310.
- Publisher:
- Sage
Introduces the topic of challenging behaviour based on a review of the relevant literature and from work with people with cerebral palsy who challenge services. Discusses defining a behaviour as challenging, reasons for the behaviour, assessment and management of challenging behaviour.
Cerebral palsy: problems and practice
- Authors:
- GRIFFITHS Margaret, CLEGG Mary
- Publisher:
- Souvenir Press
- Publication year:
- 1988
- Pagination:
- 179p., bibliogs.
- Place of publication:
- London
Aimed at parents and professionals - gives practical advice on dealing and coping with handicapped children. Emphasises the individual assessment of each child's needs to prepare them for independent adulthood.
Developmental disability and ageing
- Editors:
- O'BRIEN Gregory, ROSENBLOOM Lewis, (eds.)
- Publisher:
- Mac Keith
- Publication year:
- 2009
- Pagination:
- 131p., bibliog.
- Place of publication:
- London
Aimed at clinicians and others who are engaged in caring for ageing adults with developmental disabilities, this handbook is intended to inform understanding, promote assessment, assist care planning, and improve everyday living for this group of vulnerable individuals. It provides a brief general overview, discusses dementia in the context of developmental disability, and looks at the patterns of ageing of two of the major groups of developmental disabilities, Down syndrome and cerebral palsy, and at other syndromes and their characteristics with ageing. It covers drug treatment for common problems among elderly people with developmental disabilities (including dementia), and considers issues of psychosocial intervention and life planning for ageing individuals with developmental disability. The book provides brief case examples, cites key evidence, and indicates sources of further reading.
Development and disability
- Author:
- LEWIS Vicky
- Publisher:
- Blackwell
- Publication year:
- 2003
- Pagination:
- 454p.,bibliog.
- Place of publication:
- Oxford
- Edition:
- 2nd
The author reviews research on the development of blind children, deaf children, and children with spina bifida, cerebral palsy, Down's syndrome and autism. In addition, she includes research on children with developmental co-ordination disorder. For each disability, the author provides background information on the nature of the disability, assessment, incidence, and causal factors. She then summarises what is known about the effect of each disability on the development of motor skills, perception, cognition, communication, emotion and social skills. Finally, the practical and theoretical implications of the experimental findings are examined.
The child with a disability
- Authors:
- HALL David M.B., HILL Peter D
- Publisher:
- Blackwell
- Publication year:
- 1996
- Pagination:
- 397p.,bibliogs.
- Place of publication:
- Oxford
Practical text describing childhood disabilities. Includes chapters on: the nature of disability; intelligence, development and assessment; a review of normal development; practical aspects of assessment; hearing tests; assessment of visual function; coping with disability; services for disabled children; behaviour problems and their management; learning difficulties; communication disorders; hearing loss; visual impairment; cerebral palsy; neural tube defects and other motor disorders; educational underachievement; and fits, faints and funny turns.