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The reliability, validity and practical utility of measuring supports using the I-CAN instrument: Part II
- Authors:
- RICHES V.C., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(4), July 2009, pp.340-353.
- Publisher:
- Wiley
There is an urgent need for developing reliable, valid and practical instruments that assess and classify the support needed by persons with disability to function in their chosen living, working and social environments. I-CAN is an instrument that addresses the frequency and level of support needed (not individual skills or deficits) for each individual with a disability. Studies were conducted to assess the test–retest reliability and inter-rater reliability. Concurrent validity was investigated by exploring the relationship between the I-CAN domain scales and the Inventory for Client and Agency Planning (ICAP) (Bruininks et al. 1986) and the Quality of Life Questionnaire (QOL-Q) (Schalock & Keith 1993). Predictive validity studies were undertaken using day-and night-time support hours. Regression analyses were run using these measures with I-CAN domain scales. Two independent studies were also conducted to ascertain the practical utility of the instrument. The I-CAN instrument demonstrated excellent inter-rater and test–retest reliability in the Activities and Participation domains. Low-to-moderate test–retest results in Physical Health, Mental Emotional Health and Behaviour domains were tracked to actual change in support needs in these areas. Validity proved acceptable. The relationships between I-CAN domain scales and adaptive behaviour were mixed but in the expected direction. Low-to-moderate correlation coefficients were evident between the I-CAN scales and the QOL-Q Total, but greater support needed in certain domains was associated with less empowerment and independence, and less community integration and social belonging. Attempts to explain current support hours against the I-CAN scales were disappointing and suggest that a number of other factors apart from individual support need to play a significant role. There was general satisfaction with the assessment process from stakeholders and participant groups. The authors conclude that I-CAN is a reliable, valid and user-friendly instrument for assessing the support needs of people with disabilities. It uses a process that involves the persons with disability, their family and friends and staff as appropriate. It is also apparent that the current provision of paid support hours by agencies is a complex phenomenon that is not based solely on individual support needs. Further research is warranted on the influence of the environment and the perceptions of need for support based on negotiable and non-negotiable support needs.
Supporting disabled parents: a family or a fragmented approach?
- Author:
- COMMISSION FOR SOCIAL CARE INSPECTION
- Publisher:
- Commission for Social Care Inspection
- Publication year:
- 2009
- Pagination:
- 55p.
- Place of publication:
- London
This CSCI report seeks to examine the experiences of disabled parents and their families and to see how far council policies, services and practice are providing appropriate support. The findings in this report are taken from a national survey of 50 councils; of the 70 interviews, 36 were conducted with representatives of adults’ services and 32 of children’s services, and two were conducted with a representative from each service jointly. To supplement the national picture, in-depth study workshops of services were conducted in four council areas. The report finds that many councils do not fully support disabled parents and their children.
School participation of pupils with physical and psychosocial limitations: a comparison
- Authors:
- EGILSON Snaefridur, HEMMINGSSON Helena
- Journal article citation:
- British Journal of Occupational Therapy, 72(4), April 2009, pp.144-152.
- Publisher:
- Sage
Several features in the school environment affect pupils with disabilities, serving as either supports or barriers to their school participation. This Icelandic study investigated differences in the pupil-environment fit of students with physical and psychosocial limitations, using the School Setting Interview (SSI). The SSI is a client-centred instrument, which focuses on school activities where adjustments need to be made to accommodate pupils with disabilities and to enable their participation. Descriptive statistics and Mann-Whitney U tests were employed to compare the fit of the two groups and their school environment. The results reveal that, in order to participate actively, both groups of pupils required adjustments to many school settings. Pupils with physical limitations frequently need adjustments, but their needs were met by the schools to a more satisfactory extent than were the needs of pupils with psychosocial limitations. The findings support the usability of the SSI for pupils with various types of limitations. They also stress the importance of eliciting the perspectives of the pupils themselves in order to facilitate the planning and implementation of client-centred occupational therapy interventions in school.