Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Frequency and intensity ratings of school-related participation experiences
Jönköping University, School of Education and Communication, HLK, CHILD. (CHILD)
Swedish National Institute for Public Health, Östersund, Sweden. (CHILD)
2011 (English)In: NNDR 2011 11th Research Conference: Abstracts, 2011Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This paper compares the self-reported experience of pupils with an additional support need(including children with disabilities) of being involved with what they were thinking or doing with aview to creating a measure of intensity by using these research questions:When thinking and doing descriptions are positively correlated is a child involved in an activity?Does this correlate with whether the child thinks he or she was focused on the activity?How does the frequency and intensity of participation of school-aged children with additional needsin an educational setting manifest itself within the International Classification of Functioning,Disability & Health, Child & Youth version (ICF-CY) framework?MethodsData were gathered from an existing study of participation in school environments of students withdisabilities in Sweden carried out by the second author. The data-set consists of data collected fromschools which contain both frequency and intensity data. The frequency data are in the form ofquestionnaires and the intensity data came from self-reports. The data came from self-reportingquestionnaires gathered a random points during the course of a normal school week by prompting22 children with additional needs and 22 controls with pagers. Data about what each child wasthinking about and doing will be analysed along with data on the child’s rating of being focused.Additional data were gathered relating to the child’s mood, interpretation of the importance andcomplexity of the situation, and with whom they were doing the activity. All items have been codedwith ICF-CY values using the Cieza et al. (2005) coding rules and will be analysed using factoranalysis and multi-variant methods to identify if a measure of the intensity of participation can bemade and whether this could be an additional qualifier within the ICF-CY framework.

Cieza, A., et al. (2005). ICF linking rules: an update based on lessons learned. J. Rehab Med, 37,212-218.

Place, publisher, year, edition, pages
2011.
Keyword [en]
ICF, ICF-CY, activity, participation, qualifiers
National Category
Social Sciences Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-17958OAI: oai:DiVA.org:hj-17958DiVA: diva2:516530
Conference
Nordic Network on Disability Research 2011, Reykjavík, Iceland May 27 – 28, 2011
Projects
CHILD
Available from: 2012-04-18 Created: 2012-04-18 Last updated: 2012-05-24Bibliographically approved

Open Access in DiVA

No full text

Other links

http://www.yourhost.is/images/stories/nndr2010/NNDR_Abstracts.pdf

Search in DiVA

By author/editor
Maxwell, Gregor
By organisation
HLK, CHILD
Social SciencesEducational Sciences

Search outside of DiVA

GoogleGoogle Scholar

Total: 107 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf