Gillian King

A Conceptual Model of the Factors Affecting the Recreation and Leisure Participation of Children with Disabilities

Participation in everyday activities is considered to be a vital part of childrens development, which is related to their quality of life and future life outcomes. Research studies indicate that children with disabilities are at risk for lower participation in ordinary activities at home and in the community. This article presents a conceptual model of 11 environmental, family, and child factors that are thought to influence childrens participation in recreation and leisure activities. The article outlines the existing evidence for the influence of these factors on one another and on childrens participation. The review encompasses four bodies of literature: the participation of children or adults with disabilities, the risk and resilience of children facing adversity, the determinants of leisure and recreation activities, and the factors influencing physical activity and exercise. The proposed model is expected to be a useful tool for guiding future research studies and for developing policies and programs for children with disabilities and their families.

Patterns of participation in recreational and leisure activities among children with complex physical disabilities

Children with physical disabilities are at increased risk of limitations to participation in everyday activities. This study describes research examining the participation of children in day‐to‐day formal and informal activities (excluding mandated academic schooling). Using the Childrens Assessment of Participation and Enjoyment (CAPE) measure, data on participation patterns were collected from 427 children (229 males, 198 females; mean age 10y [SD 2y 4mo]; range 6–14y) with physical limitations and from their families. The primary types of physical disability in the sample included cerebral palsy, spina bifida, acquired brain injury, and musculoskeletal limitations. Findings indicate a broad range of diversity and intensity of participation, with proportionately greater involvement in informal rather than formal activities. Significant differences in participation and enjoyment were found between males and females, and for children more than 12 years of age. Childrens participation was less diverse in families reporting lower income, single‐parent status, and lower respondent parent education. These findings provide a foundation for an improved understanding of the participation of children with physical disabilities, which can assist families and service providers in planning activities that fit with their childs preferences and ensure active participation.

Predictors of the Leisure and Recreation Participation of Children With Physical Disabilities: A Structural Equation Modeling Analysis

Structural equation modeling was used to test a theoretically based model of environmental, family, and child factors as determinants of the leisure and recreation participation of children with physical disabilities. Participants were 427 families and children (229 boys and 198 girls) with physical functional limitations, in 3 age groups (6-8, 9-11, and 12-14 years). Data were collected via home interviews and self-administered standardized questionnaires. The significant direct predictors of childrens participation intensity in both formal and informal activities were child functional ability, family participation in social and recreational activities, and child preferences for formal and informal activities. Family cohesion, unsupportive environments, and supportive relationships for the child had significant indirect effects on participation. The findings indicate the vital role played by families and the importance of multifaceted approaches to supporting participation.

Personality and Cognitive Ability Predictors of Performance in Graduate Business School.

A cross-validation study is reported in which both personality variables and cognitive ability variables were evaluated as predictors of two separate performance criteria in a sample of 450 Master of Business Administration students. Whereas verbal and quantitative aptitudes of the students were found to be strong predictors of performance at written work, they were weak predictors of an in-class performance criterion. The opposite was true when specific personality trait variables were used as predictors. The personality characteristics of the students predicted classroom performance better than they predicted written performance. The Big Five factors of personality (Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness to Experience) did not predict either criterion consistently

Participation of children with physical disabilities: relationships with diagnosis, physical function, and demographic variables

The primary goal of occupational therapy intervention for children with disabilities is enabling participation in the daily activities of childhood. The World Health Organization conceptualizes chronic health conditions and disability as two distinct aspects of health, with the primary concern on the level of health condition being with diagnosis rather than function. Participation, within the International Classification of Functioning, Disability and Health (ICF), is characterized by the interactions between a child, its family, and other personal and environmental factors. Few studies have examined the relationships between diagnosis, function, and participation in children with disabilities. Using the results of a study of the participation of 427 children with physical disabilities in activities outside mandated school, the authors examined the relative influence of diagnostic category on participation. When adjusted for age, sex, and physical function, diagnostic category does not significantly affect the intensity and diversity of participation. The results of this study confirm and highlight the limitations in using diagnostic information in childrens rehabilitation in the absence of other information. Participation is a complex phenomenon so it is important to understand more clearly how personal, environmental, and family factors influence the childs involvement in everyday activities. There is a need to move beyond diagnosis to focus on other personal and environmental factors as major predictors of participation.

A Trajectory of Troubles: Parents' Impressions of the Impact of Developmental Coordination Disorder.

Objective: To explore parent perspectives regarding the early experiences of their children with Developmental Coordination Disorder (DCD). Methods: A phenomenological approach was used to explore the meaning of developmental experiences for children with DCD and their families. Parents of 13 children with DCD, aged 6–14, were recruited through purposeful sampling. Parents completed two indepth interviews, and a set of questionnaires. Transcripts and questionnaires were systematically coded to identify emergent themes. Results: There was an evolution over time in the differences that parents noticed and the concerns that they had for their child. There seemed to be a progression from motor and play concerns in the early years, to self-care, academic and peer problems in middle childhood, to significant challenges with self-esteem and emotional health in later childhood. Conclusions: Defining the developmental trajectory of children with DCD highlights the importance of understanding the impact of this disorder as it relates to developmental age and environmental expectations. Implications for early screening and increased awareness of health care professionals are discussed.

Turning Points and Protective Processes in the Lives of People With Chronic Disabilities

In this qualitative study, the authors examined the nature of resilience in people with chronic disabilities. Fifteen people with disabilities identified the factors that helped or hindered them at major turning points, and the triggers and resolutions to these turning points. Turning points were emotionally compelling experiences and realizations that involved meaning acquired through the routes of belonging, doing, or understanding the self or the world. The major protective factors were social support, traits such as perseverance and determination, and spiritual beliefs. Three new protective processes were identified: replacing a loss with a gain (transcending), recognizing new things about oneself (self-understanding), and making decisions about relinquishing something in life (accommodating). These protective factors, processes, and ways in which people with disabilities draw sense and meaning in life have important implications for service delivery.

High School‐Aged Youths' Attitudes Toward their Peers with Disabilities: the role of school and student interpersonal Factors

Negative peer attitudes are generally recognised as being a major barrier to full social inclusion at school for children and youth with disabilities. The present study examined the attitudes of 1,872 grade nine high school students in Ontario, Canada toward their peers with disabilities. A bioecological perspective and a structural equation modeling approach were adopted to investigate how various aspects of school culture and student interpersonal factors influenced attitudes. The majority of students (61%) held attitudes toward peers with disabilities that ranged from slightly above neutral to very positive. However, a substantial number (21%) held slightly below neutral to very negative attitudes. Positive student relationships at the school level and a school goal task structure that promoted learning and understanding for all students, rather than social comparison and competition among students, were two aspects of school culture that had both direct associations with positive attitudes and indirect associations through student interpersonal factors. Teacher and student relationships at the school level was an aspect of school culture that had an indirect association with positive attitudes via interpersonal support from teachers. Results support the development of ecologically based programs aimed at promoting aspects of school culture that contribute to positive attitudes of students toward their peers with disabilities.

Goal Attainment Scaling: Its Use in Evaluating Pediatric Therapy Programs

Goal attainment scaling is becoming an increasingly popular technique for evaluating the functional goal attainment of children receiving pediatric therapy services. This article reports on the experiences of the authors in conducting formal program evaluations using this individualized measurement approach. Goal attainment scaling is described, its utility is assessed, and issues in its use are identified. The article considers the pros and cons of the technique, highlights the key decisions required to use goal attainment scaling effectively, and provides standard criteria and procedures for its use in pediatric settings.

Participation-based therapy for children with physical disabilities

Purpose: Optimizing home and community participation of children with physical disabilities is an important outcome of rehabilitation. Method: A review of literature identified research and theory on participation of children with physical disabilities. The authors’ incorporated current knowledge to conceptualize the experience of optimal participation, formulate principles of participation-based physical and occupational therapy, and develop a five-step process for intervention. A case report was completed to illustrate application to practice. Results: Optimal participation involves the dynamic interaction of determinants (attributes of the child, family, and environment) and dimensions (physical, social, and self engagement) of participation. Real-life experiences enable children to learn new activities and develop skills that optimize their participation and self-determination. Interventions are: goal-oriented, family-centered, collaborative, strengths-based, ecological, and self-determined. A distinguishing feature of intervention is that the therapist’s primary role is to support the child and family to identify challenges to participation and solutions to challenges. The therapist is a consultant, collaborating with the child, family, and community providers to share information, educate, and instruct in ways that build child, family, and community capacity. Conclusion: The model may have utility for collaboration with families and community providers, determining goals for participation, and providing evidence-informed interventions. Implications for Rehabiliation Home and community participation of children with physical disabilities is an important outcome of rehabilitation. Optimal participation is conceptualized as the dynamic interaction of determinants (attributes of the child, family, and environment) and dimensions (physical, social, and self engagement) of participation. Participation-based physical and occupational therapy is based on the assumption that real-life experiences enable children to learn new activities and develop skills and that the empowerment of families enables them to advocate for the full inclusion and integration of their children in society. In participation-based therapy, the therapist is a consultant, collaborating with the child, family, and community providers to share information, educate, and instruct in ways that build child, family, and community capacity.