This descriptive qualitative study facilitates the application of family-centered care within a tertiary care interdisciplinary neurodevelopmental diagnostic assessment clinic by furthering an understanding of parent perceptions of the relevance of diagnostic information provision. An interdisciplinary assessment team completed an open-ended questionnaire to describe parent information provision. Parents from 9 families completed in-depth parent interviews following clinic attendance to discuss perceptions of information received. Interviews were audiotaped, transcribed, and coded by related themes. Parents did not perceive the information in the way professionals expected. Parents acknowledged receipt of comprehensive information relevant to the diagnosis but indicated that not all their needs were met. During the interviews, parents described the assessment process, preassessment information, and "steps in their journey." They noted that a strength-based approach and a focus on parental competency would support their coping efforts. Results underscore the need for professionals to be attentive to parents' individualized needs.
We investigated measurement practices in pediatric rehabilitation. We conducted a survey of 63 physical, 72 occupational, and 74 speech-language therapists working in one of 16 children's rehabilitation programs in Ontario, Canada. Therapists were surveyed about their measurement practices, and their confidence, beliefs, and attitudes about measurement. Results showed that standardized clinical measures were used frequently, but were often modified. Clinicians rated themselves as least comfortable with statistical concepts related to the uncertainty in test scores, and rated factors related to finding appropriate measures as the most important influences on their measurement practices. Some variance in measurement attitudes and practices was associated with treatment centre of practice, suggesting that there may be organizational or peer influences on measurement behaviour. The results have implications for continuing education, measurement development, and interventions designed to facilitate sound measurement practices.
The transition to adulthood presents many challenges for youth with disabilities and their families. Barriers in the environment often limit the full inclusion of these youth in daily community life. The purpose of this paper is to describe a community capacity-building (CCB) approach to facilitating the transition to adulthood for youth with developmental disabilities and their families. A pilot project that used a CCB approach with this population in one community in southcentral Ontario is described. The results of a qualitative, participatory evaluation demonstrate the benefits and challenges of this approach, with themes of increased community connections for youth and a greater awareness of their strengths and capacities. The perceived outcomes of the participants and the "lessons learned" for future initiatives using a CCB approach with different populations are discussed, as well as the fit between community capacity-building and occupational therapy. This pilot project demonstrates that a CCB approach has the potential to assist youth with disabilities to participate within their own communities.
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