Content validity and usefulness of Picture My Participation for measuring participation in children with and without intellectual disability in South Africa and Sweden

Arvidsson, Patrik; Dada, Shakila; Granlund, Mats; Imms, Christine; Bornman, Juan; Elliott, Catherine; Huus, Karina

doi:10.1080/11038128.2019.1645878

Cited by 25 publications

(51 citation statements)

References 22 publications

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“…In South Africa, similar patterns of participation to peers without ID are for activities taking place within the home environment and within the context of family routines such as household chores, taking care of family members, caring for pets and assisting with gathering basic necessities for the family. This may be a function of receiving more support in the home environment from family members than in outside contexts where they may not be present [ 19 ]. This is supported by King and colleagues [ 3 ] who found that children with ID had a higher frequency of participation in social activities in the home.…”

Section: Discussionmentioning

confidence: 99%

“…These differences in the type of activities that were reported to have similar frequencies of participation between children with and without ID may be as a result of using different measuring instruments and therefore a function of content validity of instruments. In developing the PmP for LMICs, Arvidsson and colleagues [ 19 ] note the importance of having everyday activity items that are culturally relevant, i.e., meaningful and important for the population in a specific context.…”

Section: Discussionmentioning

confidence: 99%

“…The PmP instrument was developed as a self-reported measure of participation of children in home, social and community activities within LMICs [ 19 ]. The PmP has two sections— Section 1 is completed by parents and Section 2 is a self-reported measure completed by an interviewer according to responses received from a child [ 19 ]. Section 1 starts with a consent form for the parent and is followed by demographic questions as well as the Ten Questions Questionnaire [ 24 ].…”

Section: Methodsmentioning

confidence: 99%

“…The current study thus sought to evaluate children with ID’s ratings of their frequency of participation in various every-day contexts compared to their peers without intellectual disability in South Africa. Furthermore, since current self-report instruments of children’s participation may not be contextually valid for use in LMICs, a new self-report measure for children with disabilities, Picture my Participation (PmP) [ 19 ], that takes into account culturally relevant activities that may be more relevant in LMICs, was used. More detail about the development and preliminary validation of the PmP in LMICs has been published elsewhere [ 19 ] and more detail about how it was used in this study is provided in the methodology of this paper.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, since current self-report instruments of children’s participation may not be contextually valid for use in LMICs, a new self-report measure for children with disabilities, Picture my Participation (PmP) [ 19 ], that takes into account culturally relevant activities that may be more relevant in LMICs, was used. More detail about the development and preliminary validation of the PmP in LMICs has been published elsewhere [ 19 ] and more detail about how it was used in this study is provided in the methodology of this paper. However, as one of the few self-report measures of participation that provides a child’s perspective [ 20 ] it may provide a more valid understanding of the participation patterns of children with ID as well as the everyday activities they deem important [ 20 ].…”

Section: Introductionmentioning

confidence: 99%

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Children in South Africa with and without Intellectual Disabilities’ Rating of Their Frequency of Participation in Everyday Activities

Samuels

Dada

Niekerk

et al. 2020

IJERPH

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In a low-and middle-income country (LMIC) such as South Africa, not much is known about how children with intellectual disabilities (ID) participate in everyday activities, as no studies to date have compared their participation to peers without ID from the same background. Using a newly developed, contextually valid measure of participation, Picture my Participation (PmP), 106 children with (73) and without ID (33), rated their frequency of participation in activities of daily living. Previous international research has established that children with ID tend to participate less frequently than children without ID in everyday activities outside of the school setting. However, much of this research is based on proxy ratings from caregivers rather than children with ID themselves. There is a growing body of evidence that suggests children with disabilities have uniquely different views of their own participation than their caregivers. The existing research evidence is also delimited to studies conducted predominantly in high income contexts (HICSs). Since it is universally acknowledged that participation patterns are affected by the environment, it is important to evaluate the generalizability of the current evidence to LMICs. The current study found that there were many similar patterns of participation between the two groups although significant differences were noted in social, community, leisure and self-care activities. We compare these results to findings from studies conducted in HICs and find that there are similarities but also differences across contexts. This study highlights the importance of gaining a child’s perspective of participation and understanding how intellectual disability can affect participation relative to peers without ID in LMICS.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%