Parent-reported Participation in Children with Moderate-to-severe Developmental Disabilities: Preliminary Analysis of Associated Factors using the ICF Framework

Chi-Wen Chien, Sylvia Rodger, Jodie Copley

Research output: Journal article publicationJournal articleAcademic researchpeer-review

7 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)483-496
Number of pages14
JournalInternational Journal of Disability, Development and Education
Volume64
Issue number5
DOIs
Publication statusPublished - 3 Sep 2017

Keywords

  • Autism spectrum disorder
  • children
  • intellectual disability
  • participation
  • social-emotional ability
  • special school

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Health Professions (miscellaneous)
  • Developmental and Educational Psychology

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