Louise Dunn

Validation of the CHORES: a measure of school-aged children's participation in household tasks

The CHORES (Children Helping Out: Responsibilities, Expectations, and Supports) is a clinical and research tool that measures school-aged childrens participation in household tasks. Separate performance and assistance scores enable examination of changes in childrens responsibilities for household tasks as they mature and the work of families to promote their participation. The Self-Care and Family-Care subscales afford study of cultural aspects of household tasks that may influence childrens participation and opportunities for learning. Thirty-two parents from diverse backgrounds participated in the first part of the study. Twenty-one of these parents participated in the test–retest study. The sample was culturally diverse and included parents of 6- to 11-year-old children with and without disabilities who have average or above intellect. Results from the psychometric analyses show that the CHORES has strong reliability and validity. The variance in childrens task performance and overall levels of assistance supports the utility of this measure for capturing differences among children in the extent of their participation. Stability of parents’ responses over time is strong both for performance (ICC, r=0.88) and for assistance (ICC, r=0.92) scores. The validity of the CHORES is supported by the parents’ judgments of the importance of involving their children in household tasks. The CHORES is easy to complete, considers the parents perspective, and provides a way to collect information on childrens participation in household tasks. The CHORES provides a mechanism to learn more about factors that influence childrens participation in household tasks, changes in their responsibilities over time, and outcomes from their participation in these tasks.

Case study on effect of household task participation on home, community, and work opportunities for a youth with multiple disabilities

OBJECTIVE This case study explored how household task engagement influenced participation in the home, community and work for a youth with multiple disabilities. PARTICIPANTS Participants were the first authors single father and her brother, who has spina bifida and intellectual disability. METHODS Researchers used a case study design with mixed methods. Quantitative repeated measures included the Canadian Occupational Performance Measure (COPM), the Children Helping Out: Responsibilities, Expectations, and Supports (CHORES), and the Arcs Self-determination Scale (SDS). Qualitative data was collected from interviews and observations and was analyzed using a constant comparison method. RESULTS Visual analysis revealed gains in self-determination and in performance and satisfaction on the COPM. At follow-up, the father reported his son did more self-care household tasks and was more independent with these tasks. Family-care household task performance declined and father reported relatively no change in assistance. Qualitative findings illuminated the strategies and the processes that evolved through collaboration amongst the youth, the therapist, and the father. CONCLUSIONS The sons competence with a daily household task increased positive perceptions of his capabilities that led to increased participation and independence in home, community, and work activities. Interventions addressing adaptations, development of self-determination skills, and parental education promoted these changes.

Household Task Participation of Children With and Without Attentional Problems

Children with attention deficit/hyperactivity disorder (ADHD) often demonstrate problems in their participation in family occupations, such as household tasks, due to their needs for assistance and their behavior. Because participation in household tasks is part of family life and may be one way that families prepare children for adult roles, it is important to have a better understanding of the nature and extent of these difficulties. Forty-four parents of children in grades three through five (22 who had a child with ADHD and 22 whose child had no disabilities) completed the Children Helping Out: Responsibilities, Expectations, and Supports (CHORES) measure to provide quantitative and qualitative information about their childs participation in household tasks. Children with ADHD did not differ significantly from the comparison group in their frequency of participating in household tasks. Children with ADHD, however, required significantly more assistance with the tasks than did the comparison group. The results have implications for family occupations and childrens occupational development.

Factors Associated with Participation of Children With and Without ADHD in Household Tasks

Childrens preparation for adult roles and independent living occur largely through participation with their families in home routines including household tasks. This preparation may involve learning related to family roles, socialization, and occupational performance. This study was designed to explore the extent to which child, environmental, and task factors are associated with household task participation by school-aged children, 9 to 11 years of age, with and without attention deficit/hyperactivity disorder (ADHD). Forty-four parents of children with and without ADHD completed a series of measures that examined family routine frequency and importance, parenting stress, parenting sense of competence, and a measure of their childrens participation in household tasks. Childs age, the presence of an older sibling, and the importance of family routines were significant predictors of the number of household tasks performed by children. Diagnosis of ADHD, the presence of an older sibling, and parental stress were significant predictors of the amount of assistance the children required to do the household tasks.

Household task participation of children with and without physical disability.

We examined household task participation patterns of 46 children and youth with and without physical disability (PD) and explored the effects of age on roles of and expectations for these children in household task participation. Children with PD did not differ significantly from those without PD in the number of household tasks they performed; however, they did require more assistance than those without PD. In both groups, younger children performed significantly fewer household tasks and required significantly more help than older children. These findings further support the discriminant validity of the Children Helping Out: Responsibilities, Expectations, and Supports (Dunn, 2004) measure of household task participation and its use with adolescents. Assessing such participation would help caregivers and practitioners more successfully prepare children and youths with PD for independent living. Considering the roles and opportunities for social participation inherent in many household tasks will contribute to the usefulness of examining such participation.

Tradução do questionário Children Helping Out - Responsibilities, Expectations and Supports (CHORES) para o português - Brasil: equivalências semântica, idiomática, conceitual, experiencial e administração em crianças e adolescentes normais e com paralisia cerebral

Background: The participation of children with disabilities in daily chores in different environments has been a therapeutic goal shared by both parents and rehabilitation professionals, leading to increased demand for instrument development. The Children Helping Out: Responsibilities, Expectations and Supports (CHORES) questionnaire was created with the objective of measuring child and

A Creative 3D Design Programme: Building on Interests and Social Engagement for Students with Autism Spectrum Disorder (ASD)

This study explores the processes occurring during technology workshops which built on interests and enhanced social engagement for students with autism spectrum disorders (ASD). The workshops used a community based research design and focused on teaching a creative three-dimensional (3D) design programme (SketchUp™) to students with ASD. Seven boys (ages 8–17) participated in this pilot programme over a 6-month period. The methodology was a qualitative thematic analysis of videotapes and transcripts of workshop sessions. The two key themes that emerged were: (1) development of authentic peer relationships through humour, common interests, physical actions, and playful competition; and (2) the importance of a scaffolded learning environment with support from peers and an adult mentor, as opportunities for social engagement. These findings indicate that 3D design technology can build on strengths and interests of students with ASD and promote social engagement in naturally occurring environments. A positive youth development philosophy focusing on technology interests may be useful with students with ASD, especially in connection to existing service delivery models.

Internal Structure of the Children Helping Out: Responsibilities, Expectations, and Supports (CHORES) Measure

The purpose of this study was to examine the internal structure of the Children Helping Out: Responsibilities, Expectations, and Supports (CHORES), an assessment of household task participation for children. Rasch analysis was used to examine patterns of item response and scale structure with data collected from caregivers of 132 children and youth ages 6-14 yr with and without disabling conditions. Internal consistency was strong for the total measure and the subscales. The items in both subscales fit the measurement model, and the item difficulty order matched the expected pattern from harder to easier household task performance and degree of caregiver assistance. The sample distribution in the hierarchical continuum showed that younger participants and those with physical disabilities tended to score lower. Some inconsistencies in rating scale use suggest a need for further clarification of the scoring criteria for measurement coherence.

Development of Self-Determination across Childhood and Adolescence

AOTA identifies self-determination as an important outcome for occupational therapy to address with children and youth. Many occupational therapists in school settings might embrace self-determination, either tacitly or overtly, as part of their collaborative efforts in planning transition programs for youth with special needs. Promotion of self-determination as a means to increase quality of life and participation is scarce in the occupational therapy literature, especially for preschoolers and school-age children with special needs. The purpose of this article is to provide a description of self-determination as a developmental process that begins in early childhood and continues across an individuals lifespan. As such, we share information about strategies and potential interventions at home, at school, and in the community as children age. In accord with Individuals with Disabilities Education Improvement Act mandates and initiatives around response to intervention, we offer multiple suggestions on ways occupational therapy practitioners can help promote self-determination as a means to increase quality of life and participation at school. In addition, we include a discussion about promoting carryover of learning to home and in the community as part of a process that facilitates continued development of self-determination as children age.AOTA identifies self-determination as an important outcome for occupational therapy to address with children and youth. Many occupational therapists in school settings might embrace self-determination, either tacitly or overtly, as part of their collaborative efforts in planning transition programs for youth with special needs. Promotion of self-determination as a means to increase quality of life and participation is scarce in the occupational therapy literature, especially for preschoolers and school-age children with special needs. The purpose of this article is to provide a description of self-determination as a developmental process that begins in early childhood and continues across an individuals lifespan. As such, we share information about strategies and potential interventions at home, at school, and in the community as children age. In accord with Individuals with Disabilities Education Improvement Act mandates and initiatives around response to intervention, we offer multiple suggestions on w...AOTA identifies self-determination as an important outcome for occupational therapy to address with children and youth. Many occupational therapists in school settings might embrace self-determination, either tacitly or overtly, as part of their collaborative efforts in planning transition programs for youth with special needs. Promotion of self-determination as a means to increase quality of life and participation is scarce in the occupational therapy literature, especially for preschoolers and school-age children with special needs. The purpose of this article is to provide a description of self-determination as a developmental process that begins in early childhood and continues across an individuals lifespan. As such, we share information about strategies and potential interventions at home, at school, and in the community as children age. In accord with Individuals with Disabilities Education Improvement Act mandates and initiatives around response to intervention, we offer multiple suggestions on w...