Gunnel Janeslätt

Measurement of time processing ability and daily time management in children with disabilities

BACKGROUNDnImprovement is needed in methods for planning and evaluating interventions designed to facilitate daily time management for children with intellectual disability, Asperger syndrome, or other developmental disorders.nnnOBJECTIVESnThe aim of this study was to empirically investigate the hypothesized relation between childrens time processing ability (TPA), daily time management, and self-rated autonomy. Such a relationship between daily time management and TPA may support the idea that TPA is important for daily time management and that children with difficulties in TPA might benefit from intervention aimed at improving daily time management.nnnMETHODSnParticipants were children aged 6 to 11 years with dysfunctions such as attention-deficit/hyperactivity disorder, autism, or physical or intellectual disabilities (N = 118). TPA was measured with the instrument KaTid. All data were transformed to interval measures using applications of Rasch models and then further analysed with correlation and regression analysis.nnnRESULTSnThe results demonstrate a moderate significant relation between the parents ratings of daily time management and TPA of the children, and between the self-rating of autonomy and TPA. There was also a significant relation between self-ratings of autonomy and the parents rating of the childrens daily time management. Parents ratings of their childrens daily time management explain 25% of the variation in TPA, age of the children explains 22%, while the childs self-rating of autonomy can explain 9% of the variation in TPA. The three variables together explain 38% of the variation in TPA. The results indicate the viability of the instrument for assessing TPA also in children with disabilities and that the ability measured by KaTid is relevant for daily time management.nnnCONCLUSIONSnTPA seems to be a factor for childrens daily time management that needs to be taken into consideration when planning and evaluating interventions designed to facilitate everyday functioning for children with cognitive impairments. The findings add to the increasing knowledge base about children with time processing difficulties and contribute to better methods aimed at improving these childrens daily time management. Further research is needed to examine if there are differences in TPA related to specific diagnosis or other child characteristics.

Development of a new assessment of time processing ability in children,using Rasch analysis

BACKGROUNDnChildren with disabilities like ADHD, Autism or Intellectual Disabilities may have problems with everyday functioning related to time management and hence there is a need to develop systematic methods for evaluation of the ability to understand and use time information. The purpose of this study was to examine aspects of construct validity of a new instrument, KaTid, for assessing time processing ability (TPA) in children.nnnMETHODSnData from 144 typically developing, 5-10-years-old typically developing children, were analysed with Rasch analysis. Instruments used were the KaTid, a self-rating scale measuring autonomy in daily routines and a parent scale measuring daily time management.nnnRESULTSnFifty-one items in KaTid, initially defined in three subcategories: time perception, time orientation and time management, all demonstrated acceptable goodness-of-fit to a Rasch model, indicating evidence of internal scale validity. Performance of the children on the KaTid also provided evidence for validity in response processes and that it may discriminate among children with different levels of TPA. Relationships between the KaTid measures and the parents ratings of the childs daily time management indicated further evidence of construct validity.nnnCONCLUSIONSnThe results of this study supports evidence of construct validity in the KaTid when used with typically developing 5-10 years-old children. Further research is needed to evaluate the validity of KaTid in children with known time processing difficulties.

Evaluating intervention using time aids in children with disabilities

Abstract Objective: The aim of this study was to evaluate complex intervention using time aids for children with intellectual and developmental disabilities who exhibit limitations in daily time management. Methods: Participating children (n = 47) (F17/M30) were aged 6–11 with ADHD, autism spectrum disorders, mild or moderate intellectual disability, spina bifida, and cerebral palsy. This study used a Randomized Block and Waiting List control group design, with 25 children allocated to control and 22 to intervention group. In total 10 children (21.3%), five from each group, dropped out, leaving 37 children in the data analysis. Results: Children in both groups gained significantly in time-processing ability between the first and second data collection, but the children in the intervention group improved time-processing ability significantly more than controls. The control group also displayed significant changes after receiving intervention between the second and third data collection. The intervention had a large effect (ES Cohens d = 0.81) on time-processing ability and a medium effect (ES Cohens d = 0.68) on managing ones time. Conclusions: This study provides preliminary evidence that time-processing ability and managing ones time can be improved by intervention using time aids in children with intellectual and developmental disabilities, supporting the need to consider time aids in intervention in these children.

How people with cognitive disabilities experience electronic planning devices

BACKGROUNDnPeople with cognitive disabilities have difficulties in accomplishing everyday tasks. Electronic planning devices (EPDs) may compensate for the gap between a persons capacity and everyday challenges. However, the devices are not always used as intended. Despite that, cognitive assistive technology has been investigated in several studies, knowledge regarding when and what makes adults decide to use EPDs is incomplete.nnnOBJECTIVEnThe aim was to explore the subjective experiences of people with cognitive disabilities in relation to the use of EPDs.nnnMETHODSnA qualitative approach was applied with a qualitative content analysis. Twelve respondents were interviewed with support from a study specific guide.nnnRESULTSnA model representing the respondents experiences in the use of EPDs, comprising one theme, Possibility to master my daily life, four categories, Degree of fit to my needs, I am aware of my cognitive disability, I get help to structure my everyday life and The EPD improves my volition and ten subcategories, was developed.nnnCONCLUSIONSnEPDs allow people with cognitive disabilities the possibility to deal with daily challenges; those who find EPDs beneficial tend to use them. EPDs can help people with cognitive disabilities in organisation, managing time and improve volition.

Perception of the influence of environmental factors in the use of electronic planning devices in adults with cognitive disabilities

Abstract Background: Adults with cognitive disabilities often have difficulties in dealing with the complexity of everyday life. With cognitive assistive technology (e.g. electronic planning devices [EPDs] and individual support), they can bring order to their often chaotic life. Assumptions are that environmental factors influence with non-use of EPDs. Objective: To explore how adults with cognitive disabilities perceive the influence of environmental factors in the use of EPDs. Methods: A reference group with experience of use of EPDs assisted the researchers. Twelve adults with cognitive disabilities and experience of using EPDs participated. An interview guide was implemented covering environmental factors according to the International Classification of Functioning, Disability and Health. Qualitative content analysis was applied in the analyses. Results: Five categories and two themes emerged, which were integrated into a model of facilitating factors influencing the use of EPDs. Measures to prevent or eliminate negative influences of the device use are important to be taken. Conclusions: Professionals need more knowledge about EPDs, while users need individual adaption of the EPDs. EPDs need to be user-friendly, manageable and work in any seasons. Implications for Rehabilitation The users should have access to specially trained prescribers. There is a need for development of user-friendly and manageable products to function in any climate. Knowledge is lacking on how to implement the users in all stages of the prescribing process. Prescribers should increase knowledge in the use of EPDs to influence the attitudes of the social environment.

Validity in assessing time processing ability, test equating of KaTid‐Child and KaTid‐Youth

BACKGROUNDnThere is a need for instruments with acceptable psychometric properties for measuring time management/time processing ability. KaTid-Child (Swedish: Kit for assessing Time processing ability) was developed for children aged 5-10 years. To meet needs of assessing older children, KaTid-Youth was created. The aim of this study was to investigate the validity of KaTid-Youth.nnnMETHODSnu2003 This study investigates the validity of KaTid-Youth using Rasch models: partial credit and common item equating.nnnRESULTSnResults indicate that KaTid-Youth has acceptable psychometric properties and seems to measure the same construct as KaTid-Child.nnnCONCLUSIONSnIndications of gender differences in the sample call for further research. The results indicate that time processing ability can be seen as one construct in which time perception, orientation and management can be operationalized as different levels of complexity in time processing ability. Expressions of time processing ability differ at different ages. Thus, early intervention in time perception and time orientation may be needed to promote time management in later childhood. Professionals need to take time processing ability into consideration when meeting children who risk delayed development of daily time management.

The influence of environment: Experiences of users of myoelectric arm prosthesis—a qualitative study

Background: Prostheses are used to varying degrees; however, little is known about how environmental aspects influence this use. Objectives: To describe users’ experiences of how environmental factors influence their use of a myoelectric arm prosthesis. Study design: Qualitative and descriptive. Methods: A total of 13 patients previously provided with a myoelectric prosthetic hand participated. Their age, sex, deficiency level, etiology, current prosthesis use, and experience varied. Semi-structured interviews were audiotaped, transcribed, and analyzed through inductive content analysis. Results: Four categories were created from the data: “Prosthesis function,” “Other people’s attitudes,” “Support from family and healthcare,” and “Individual’s attitude and strategies.” The overarching theme, “Various degrees of embodiment lead to different experiences of environmental barriers and facilitators,” emerged from differences in individual responses depending on whether the individual was a daily or a non-daily prosthesis user. Environmental facilitators such as support from family and healthcare and good function and fit of the prosthesis seemed to help the embodiment of the prosthesis, leading to daily use. This embodiment seemed to reduce the influence of environmental barriers, for example, climate, attitudes, and technical shortcomings. Conclusion: Embodiment of prostheses seems to reduce the impact of environmental barriers. Support and training may facilitate the embodiment of myoelectric prosthesis use. Clinical relevance For successful prosthetic rehabilitation, environmental factors such as support and information to the patient and their social network about the benefits of prosthesis use are important. Local access to training in myoelectric control gives more people the opportunity to adapt to prosthesis use and experience less environmental barriers.