Parent-reported participation in children with moderate-to-severe developmental disabilities: preliminary analysis of associated factors using the ICF framework

Chien, Chi-Wen, Rodger, Sylvia and Copley, Jodie (2017) Parent-reported participation in children with moderate-to-severe developmental disabilities: preliminary analysis of associated factors using the ICF framework. International Journal of Disability, Development and Education, 1-14. doi:10.1080/1034912X.2017.1290221


Author Chien, Chi-Wen
Rodger, Sylvia
Copley, Jodie
Title Parent-reported participation in children with moderate-to-severe developmental disabilities: preliminary analysis of associated factors using the ICF framework
Journal name International Journal of Disability, Development and Education   Check publisher's open access policy
ISSN 1465-346X
1034-912X
Publication date 2017-02-28
Sub-type Article (original research)
DOI 10.1080/1034912X.2017.1290221
Open Access Status Not yet assessed
Start page 1
End page 14
Total pages 14
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2018
Language eng
Abstract Children with developmental disabilities are at risk for limited participation in everyday activities. This study investigated factors that hindered or facilitated participation in 58 children with moderate-to-severe developmental disabilities who attended special schools. The parents completed surveys on their children’s participation, developmental profile, environmental restrictions, parental self-efficacy and family demographics. Multiple regression analyses indicated that four variables were identified as strong predictors of specific children’s participation and, overall, explained a small-to-moderate magnitude of variance. Social-emotional ability was associated positively with all aspects of children’s participation (including diversity, intensity and enjoyment). Children with better communication and those who had only one sibling engaged in a higher number of activities and did so more frequently. The children of parents with higher self-efficacy enjoyed themselves more during participation. The findings provide preliminary information that could be useful for families and health care professionals to facilitate participation of children with moderate-to-severe developmental disabilities.
Keyword Autism spectrum disorder
Children
Intellectual disability
Participation
Social-emotional ability
Special school
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Health and Rehabilitation Sciences Publications
 
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