Article

The aim was to examine widely used assessments within the rehabilitation
of school-aged children with acquired brain injury (ABI) with the International
Classification of Functioning, Disability and Health (ICF) as a framework.
METHOD: A survey identified the assessments most widely used in the
rehabilitation of school-aged children with ABI in Sweden. The aims of these
assessments were linked to the ICF according to previously published linking
rules for clinical assessments. RESULTS: Thirty out of 43 widely used assessments
were linked to body functions. The remaining assessments were linked to
activities and participation, with no assessments being linked to environmental
factors. Many categories within activities and participation were missing,
whereas some categories within body functions were covered by numerous
assessments. CONCLUSIONS: The widely used assessments within paediatric brain
injury rehabilitation do not cover essential aspects of functioning and
disability. Specifically, assessments focussing on many crucial categories of
activities and participation, and all categories within environmental factors
were missing. A better understanding of school-aged children's health and
disability might be achieved by using the ICF to identify a set of assessments,
illuminating body functions, activities and participation and environmental
factors.

Langue : ANGLAIS