Can personal and environmental factors explain dimensions of child participation?

Abstract

The findings highlight the importance of measuring the full range of participation dimensions, and provide empirical evidence about the nature of child participation. Further studies are warranted to validate this approach for children with developmental difficulties.

Personal and environmental pathways to participation in young children with and without mild motor disabilities

“…The CPQ has good temporal stability (Intra‐Class Correlation 0.84–0.89) measured in a 2‐week interval. The convergent and divergent validity of the CPQ were established (Rosenberg et al . 2010b).…”

“…Among emotional‐cognitive abilities child self‐efficacy was found to affect child participation and independence (Cairney et al . 2005; Rosenberg et al . 2010b).…”

The influence of the neighborhood physical environment on early child health and development: A review and call for research

“…Four studies reported a significant association between domains of early child development and the presence of child relevant neighborhood destinations (e.g., recreation center, library, school) and services (e.g., child care centers) (Kenney, 2012;Fan and Chen, 2012;Brinkman et al, 2012;Rosenberg et al, 2011). A large US study of 22,797 children 1-5 years found that limited perceived access to amenities (recreation/community center, library, sidewalks, park/playground) was associated with less time spent in peer play and fewer family outings (Kenney, 2012).…”

Activity Participation and Sensory Features Among Children with Autism Spectrum Disorders

“…For example, participation in social activities is inversely related to language ability and adaptive functioning in ASD (Orsmond et al 2013; Shattuck et al 2011). Further, cognition has been found negatively related to activity participation in children with developmental disabilities (Rosenberg et al 2013; Wuang and Su 2012; Zingerevich and Patricia 2009) as well as in typical development (Rosenberg et al 2011). In addition to such child characteristics, emerging evidence points to how sensory features, or unusual responses to sensory stimuli, contribute to the participation of children with ASD across a range of contexts (e.g., Hilton et al 2007; Hochhauser and Engel-Yeger 2010; Reynolds et al 2011).…”