The Uganda version of the Pediatric Evaluation of Disability Inventory (PEDI). Part I: Cross‐cultural adaptation

Abstract

Background: The Pediatric Evaluation of Disability Inventory (PEDI) was developed and

The Ugandan version of the Pediatric Evaluation of Disability Inventory (PEDI‐UG). Part II: Psychometric properties

“…The psychometric analyses in the present study support the validity of the culturally adapted PEDI‐UG (Kakooza‐Mwesige et al, ). The analyses demonstrated that the PEDI‐UG fulfilled most of the recommended criteria for validity after some adjustments and that it showed excellent test–retest reliability.…”

“…Some uncertainty still remains in the Mobility domain, in which less than 60% of the variance was explained by measures and more than 5% of items were misfit. At this stage, we have chosen to keep some of these items for further analyses in a clinical population because they may be clinically important, see Kakooza‐Mwesige et al (). In addition, there was a positive point‐biserial correlation for all the items and a low effect of other dimensions (less than 5% of variance was explained by a second dimension), which indicates satisfactory unidimensionality (Haley et al, ; Linacre, ; Schumacker, ).…”

“…From the cultural adaptation process, some items were questioned but kept by Kakooza‐Mwesige et al (), for example, the bathtub item. Studies in Sweden, Norway, Germany, and Saudi Arabia have previously reported that bathtubs are not commonly used in these countries (Al‐Khudair & Al‐Eisa, ; Berg, Jahnsen, Holm, & Hussain, ; Custers et al, ; Haley et al, ; Nordmark, Orban, Hagglund, & Jarnlo, ).…”

“…As has been discussed in other research from Eastern Africa (Masquillier, Wouters, Loos, & Nostlinger, ), the understanding and use of a grading system may vary depending on the meaning of specific terms used to define the grades in the scale. In the earlier translation process, some of the caregivers found it hard to discriminate between the six categories in PEDI‐UG; the caregivers like a clear difference between the choices and are not used to fine grading systems (Kakooza‐Mwesige et al, ). This is confirmed by the results in this study.…”

“…Many items in PEDI‐UG use culturally adapted words and local examples. In some cases, the cultural adaptation of items in PEDI‐UG includes alternative items (Kakooza‐Mwesige et al, ; Table b). The alternative questions were answered depending on the type of toilet (pit latrine or flushing toilet) or bed (floor bed or actual bed) the child used.…”