Test-retest reliability of Picture My Participation in children with intellectual disability in South Africa

Abstract

Background

Picture My Participation (PmP) is a promising instrument for measuring the participation in everyday situations of children with intellectual disability (ID), particularly in low- and middle-income countries.

Aim

To explore test-retest reliability of PmP by comparing two repeated measurements of children with ID in an urban context in South Africa.

Methods

A picture-supported interview with 31 children with ID, aged 7–17 years, was conducted twice, two weeks apart. The children rated their participation, operationalised as attendance and involvement, in 20 everyday activities. Analyses were completed for total scores, for the four subcomponents and at item level.

Results

Test-retest agreement at an item level for both attendance and involvement showed slight/fair agreement for most activities (Kappa = 0.01–0.40), and moderate agreement for some activities (Kappa = 0.41–0.60). Moderate agreement was shown for the total scale and at component level (ICC = 0.5–0.75), except for (firstly) attendance of and involvement in ‘Family Activities’ (ICC = 0.26 for attendance, 0.33 for involvement), and (secondly) involvement in ‘Personal Activities’ (ICC = 0.33).

Conclusion

The result indicates that PmP can reliably be used at component level and as a screening tool for intervention planning to identify participation and participation restrictions in children with ID.

Keywords:

• Low- and middle-income countries
• everyday functioning
• picture-supported interview
• cognitive support
• self-rating
• participation

Acknowledgments

The contribution of Master’s student Colette Lesego Buthelezi to this project is acknowledged.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

Funding from the National Research Foundation (NRF) of South Africa and Swedish Foundation for International Cooperation in Research and Higher Education (STINT) is hereby acknowledged. The content of this paper is solely that of the authors and does not necessarily represent the official view of the funders.