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Rating scale use by children with disabilities on a self-report of everyday activities

KRAMER JM; SMITH EV JR; KIELHOFNER G
ARCH PHYS MED REHABIL , 2009, vol. 90, n° 12, p. 2047-2053
Doc n°: 143999
Localisation : Documentation IRR

D.O.I. : http://dx.doi.org/DOI:10.1016/j.apmr.2009.07.019
Descripteurs : KB3 - ACTIVITES DE LA VIE QUOTIDIENNE, JB - ENFANT HANDICAPE
Article consultable sur : http://www.archives-pmr.org

OBJECTIVE: To examine
whether children with disabilities interpret a self-report of perceived
competence and importance of everyday activities in a consistent manner and use
the rating scales as intended. If not, are differences in how children interpret
the scale associated with personal or contextual variables? DESIGN: Assessment
and rating scale development using the Mixed Rasch Model. SETTING: Rehabilitation
clinics, schools, and research sites in the United States and Europe.
PARTICIPANTS: Children (N=407) aged 6 to 17 years; all had a diagnosed disability
or received occupational therapy services. INTERVENTIONS: Not applicable. MAIN
OUTCOME MEASURE: The Child Occupational Self Assessment; 25 items representing
everyday activities and two 4-point scales: competence and importance. RESULTS:
For each scale, 2 groups of children were identified. Approximately 50% of the
children used the rating scales as intended. The remainder used the scales as
reversed 2-point scales; these children were younger and more likely to have an
intellectual disability. Country and practice setting were also associated with
rating scale use. All items but 1 had acceptable fit to the Rasch model, and
groups of children differed in the relative competence and importance reported.
CONCLUSIONS: Personal and contextual variables are associated with children with
disabilities' use of self-report rating scales. Younger children and children
with intellectual disabilities use a modified response pattern.

Langue : ANGLAIS

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