ICF and ICF-CY lessons learned: Pandora’s box of personal factors

Simeonsson, Rune J.; Lollar, Don; Björck‐Åkesson, Eva; Granlund, Mats; Brown, Scott C.; Zhuoying, Qiu; Gray, David B.; Pan, Yi

doi:10.3109/09638288.2014.892638

Cited by 45 publications

(39 citation statements)

References 30 publications

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“…Personal factors are not specifically coded in the ICF-CY, partly because of the large social and cultural variability associated with them [23,24], but also due to a lack of consensus on how to classify them and what kind of factors that would be appropriate to be included in the nomenclature [25]. However, there have been attempts to classify personal factors into categorical codes.…”

Section: Introductionmentioning

confidence: 99%

An international clinical study of ability and disability in ADHD using the WHO-ICF framework

Mahdi

Ronzano

Knüppel

et al. 2018

Eur Child Adolesc Psychiatry

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This is the fourth and final study designed to develop International Classification of Functioning, Disability and Health (ICF, and children and youth version, ICF-CY) core sets for attention-deficit hyperactivity disorder (ADHD). To investigate aspects of functioning and environment of individuals with ADHD as documented by the ICF-CY in clinical practice settings. An international cross-sectional multi-centre study was applied, involving nine units from eight countries: Denmark, Germany, India, Italy, Portugal, Saudi Arabia, Sweden and Taiwan. Clinicians and clinical researchers rated the functioning level of 112 children, adolescents and adults with ADHD using the extended ICF-CY checklist version 2.1a. The ratings were based on a variety of information sources, such as medical records, medical history, clinical observations, clinical questionnaires, psychometric tests and structured interviews with participants and family members. In total, 113 ICF-CY categories were identified, of which 50 were related to the activities and participation, 33 to environmental factors and 30 to body functions. The clinical study also yielded strengths related to ADHD, which included temperament and personality functions and recreation and leisure. The study findings endorse the complex nature of ADHD, as evidenced by the many functional and contextual domains impacted in ADHD. ICF-CY based tools can serve as foundation for capturing various functional profiles and environmental facilitators and barriers. The international nature of the ICF-CY makes it possible to develop user-friendly tools that can be applied globally and in multiple settings, ranging from clinical services and policymaking to education and research.

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Section: Introductionmentioning

confidence: 99%

An international clinical study of ability and disability in ADHD using the WHO-ICF framework

Mahdi

Ronzano

Knüppel

et al. 2018

Eur Child Adolesc Psychiatry

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“…According to the ICF, personal factors are "contextual factors that relate to the individual such as age, gender, social status, life experiences, and so on" (p. 214) However, personal factors is not classified in the ICF and its purpose in general is controversial (Simeonsson et al, 2014). Nonetheless, personal factors have been recognized as important to optimizing functioning and participation (Rosenbaum and Gorter, 2012).…”

Section: Personal Factorsmentioning

confidence: 99%

A Proposed Functional Abilities Classification Tool for Developmental Disorders Affecting Learning and Behaviour

Klein

Camargo

2018

Front. Educ.

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Children with developmental disorders affecting learning and behaviour (DDALB) (e.g., attention, social communication, language, and learning disabilities, etc.) require individualized support across multiple environments to promote participation, quality of life, and developmental outcomes. Support to enhance participation is based largely on individual profiles of functioning (e.g., communication, cognitive, social skills, executive functioning, etc.), which are highly heterogeneous within medical diagnoses. Currently educators, clinicians, and parents encounter widespread difficulties in meeting children's needs as there is lack of universal classification of functioning and disability for use in school environments. Objective: a practical tool for functional classification broadly applicable for children with DDALB could facilitate the collaboration, identification of points of entry of support, individual program planning, and reassessment in a transparent, equitable process based on functional need and context. We propose such a tool, the Functional Abilities Classification Tool (FACT) based on the concepts of the ICF (International Classification of Functioning, Disability and Health). FACT is intended to provide ability and participation classification that is complementary to medical diagnosis. For children presenting with difficulties, the proposed tool initially classifies participation over several environments. Then, functional abilities are classified and personal factors and environment are described. Points of entry for support are identified given an analysis of functional ability profile, personal factors, environmental features, and pattern of participation. Conclusion: case examples, use of the tool and implications for children, agencies, and the system are described.

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“…Another criticism of the ICF comes from the lack of classification categories for personal factors (Granlund et al, 2004), and how to operationalize these is a current matter of debate (Geyh et al, 2011;Simeonsson et al, 2014). Hollenweger (2008) however, points out that while the ICF does not currently fully address our understanding of disability in light of the present ways in which it is conceptualized and classified within education systems, the framework is an on-going project likely to run over many years.…”

Section: How Does the Participation Component Of The Icf Provide A Vamentioning

confidence: 99%

Inclusion Through Participation: Understanding Participation in the International Classification of Functioning, Disability, and Health as a Methodological Research Tool for Investigating Inclusion

2018

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This paper investigates the use and validity of the International Classification of Functioning disability and health (ICF) as a common language for describing inclusive educational settings. There is a specific focus on investigating participation through the ICF as one aspect of inclusion as an improved understanding of participation as a measure of inclusion will greatly benefit children with additional support needs. In addition there will be a better understanding of the operationalization of participation, in terms of both policy and practice, and improved applications of the ICF. The study uses a narrative summary review to analyse the findings from a selection of studies where the ICF has been used as a methodological tool in the field of education. In the 16 included studies the ICF is either used to present a new theoretical position, synthesize a new research approach or tool, or is integrated into the framework of an existing research method. Findings also show that the ICF is used in a number of different ways and that when it is used directly, variation is found in the type of information that was linked to ICF codes or categories. In conclusion further clarity on defining and measuring participation with the ICF framework is required in order to create a more consistent tool for investigating inclusive education. One way to improve the construct of participation is to take a bi-dimensional approach. It is the authors' belief that this newer approach to modeling participation will be considered in any future revisions of the ICF/ICF-CY-a so-called "ICF-2". This would thus create a more accountable classification framework that succeeds in capturing the involvement experience of the individual and in doing so achieves a more effective and useful classification framework for the field of inclusive education. Keywords: ICF-CY, methodology, education, participation, inclusionMaxwell et al. Participation for Investigating Inclusion INTRODUCTIONA number of challenges are often encountered by children with additional support needs when they attend school, these can range from logistical access-related issues to the school itself to a lack of technical or human support services. In order to overcome these issues and reduce social exclusion we need to furnish education with effective policy that enhances inclusive education (Grammenos, 2003 (Florian et al., 2006) and can provide common terminology for practitioners, policy makers, and researchers (Simeonsson et al., 2008). Hollenweger has also expanded the basic ICF model for application in education and recognizes that a definition of disability used for eligibility purposes is required within the general curriculum for all children (Hollenweger, 2011).A short note on the terminology and the ICF, as the theoretical underpinnings of the ICF and ICF-CY are identical (the differences lie in the execution of the coding framework), in this paper we will refer to the ICF when referring generally to the framework and to the ICF-CY when referring to specific agere...

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ICF and ICF-CY lessons learned: Pandora’s box of personal factors

Cited by 45 publications

References 30 publications

An international clinical study of ability and disability in ADHD using the WHO-ICF framework

An international clinical study of ability and disability in ADHD using the WHO-ICF framework

A Proposed Functional Abilities Classification Tool for Developmental Disorders Affecting Learning and Behaviour

Inclusion Through Participation: Understanding Participation in the International Classification of Functioning, Disability, and Health as a Methodological Research Tool for Investigating Inclusion

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