Parent-reported Participation in Children with Moderate-to-severe Developmental Disabilities: Preliminary Analysis of Associated Factors using the ICF Framework

Abstract

Children with developmental disabilities are at risk for limited participation in everyday activities. This study investigated factors that hindered or facilitated participation in 58 children with moderate-to-severe developmental disabilities who attended special schools. The parents completed surveys on their children’s participation, developmental profile, environmental restrictions, parental self-efficacy and family demographics. Multiple regression analyses indicated that four variables were identified as strong predictors of specific children’s participation and, overall, explained a small-to-moderate magnitude of variance. Social-emotional ability was associated positively with all aspects of children’s participation (including diversity, intensity and enjoyment). Children with better communication and those who had only one sibling engaged in a higher number of activities and did so more frequently. The children of parents with higher self-efficacy enjoyed themselves more during participation. The findings provide preliminary information that could be useful for families and health care professionals to facilitate participation of children with moderate-to-severe developmental disabilities.

Keywords:

• Autism spectrum disorder
• children
• intellectual disability
• participation
• social-emotional ability
• special school

Acknowledgement

We thank the permission granted by Dr. Rosenberg for this study to use her tools as well as all of participating children, parents and special schools.