Different pathways to children’s enjoyment of participation in daily activities

References

• World Health Organization, WHO. International classification of functioning, disability and health (ICF). Geneva, Switzerland: World Health Organization; 2001.
   Google Scholar
• Coster W, Alunkal Khetani M. Measuring participation of children with disabilities: Issues and challenges. Disabil Rehabil. 2007;30:639–648.
   Web of Science ®Google Scholar
• King G, Petrenchik T, Law M, Hurley P. The enjoyment of formal and informal recreation and leisure activities: A comparison of school-aged children with and without physical disabilities. Int J Disabil Dev Educat. 2009;56:109–130.
   Web of Science ®Google Scholar
• Law M. Participation in the occupations of everyday life. Am J Occup Ther. 2002;56:640–649.
   PubMed Web of Science ®Google Scholar
• Rodger S, Ziviani J. (Eds.). Occupational Therapy With Children: Understanding Children’s Occupations and Enabling Participation. Oxford: Blackwell,‏ 2006.
   Google Scholar
• Coster W, Law M, Bedell G, et al. Development of the participation and environment measure for children and youth: conceptual basis. Disabil Rehabil. 2012;34:238–246.
   PubMed Web of Science ®Google Scholar
• Rosenberg L, Bart O, Ratzon NZ, Jarus T. Personal and environmental factors predict participation of children with and without mild developmental disabilities. J Child Fam Stud. 2013;22:658–671.
   Web of Science ®Google Scholar
• King G, Law M, King S, et al. A conceptual model of the factors affecting the recreation and leisure participation of children with disabilities. Phys Occup Ther Pediatr. 2003;23:63–90.
   PubMedGoogle Scholar
• King G, Law M, Hanna S, et al. Predictors of the leisure and recreation participation of children with physical disabilities: a structural equation model analysis. Children Health Care. 2006;35:209–234.
   Web of Science ®Google Scholar
• King G, Law M, King S, et al. Children’s Assessment of Participation and Enjoyment. Hamilton (ON): McMaster University, CanChild Center for Childhood Disability Research, 2002.
   Google Scholar
• Rosenberg L, Jarus T, Bart O. Development and initial validation of the Child Participation Questionnaire, CPQ. Disabil Rehabil. 2010;32:1633–1644.
   PubMed Web of Science ®Google Scholar
• Rosenberg L, Ratzon NZ, Jarus T, Bart O. Perceived environmental restrictions for the participation of children with mild developmental disabilities. Child Care Health Dev. 2012;38:836–843.
   PubMed Web of Science ®Google Scholar
• King G, Law M, Petrenchik T, Hurley P. Psychosocial determinants of out of school activity participation for children with and without physical disabilities. Phys Occup Ther Pediatr. 2013;33:384–404.
   PubMed Web of Science ®Google Scholar
• Majnemer A, Shevell M, Law M, et al. Participation and enjoyment of leisure activities in school-aged children with cerebral palsy. Dev Med Child Neurol. 2008;50:751–758.
   PubMed Web of Science ®Google Scholar
• Wuang Y, Su CY. Patterns of participation and enjoyment in adolescents with Down syndrome. Res Dev Disabil. 2012;33:841–848. ‏
   PubMed Web of Science ®Google Scholar
• Klaas SJ, Kelly EH, Gorzkowski J, et al. Assessing patterns of participation and enjoyment in children with spinal cord injury. Dev Med Child Neurol. 2010;52:468–474. ‏
   PubMed Web of Science ®Google Scholar
• Jarus T, Lourie-Gelberg Y, Engel-Yeger B, Bart O. Participation patterns of school-aged children with and without DCD. Res Dev Disabil. 2011;32:1323–1331.
   PubMed Web of Science ®Google Scholar
• Ullenhag A, Krumlinde-Sundholm L, Granlund M, Almqvist L. Differences in patterns of participation in leisure activities in Swedish children with and without disabilities. Disabil Rehabil. 2013;36:464–471. ‏
   PubMed Web of Science ®Google Scholar
• Jarus T, Anaby D, Bart O, et al. Childhood participation in after-school activities: what is to be expected? Br J Occup Ther. 2010;73:344–350. ‏
   Web of Science ®Google Scholar
• Cohn E, Miller LJ, Tickle DL. Parental hopes for therapy outcomes: Children with sensory modulation disorders. Am J Occup Ther. 2000;54:36–43.
   PubMed Web of Science ®Google Scholar
• Mandich A, Polatajko H, Rodger S. Rites of passage: Understanding participation of children with developmental coordination disorder. Hum Mov Sci. 2003;22:583–595.
   PubMed Web of Science ®Google Scholar
• Coster W, Bedell G, Law M, et al. Psychometric evaluation of the participation and environment measure for children and youth. Dev Med Child Neurol. 2011;53:1030–1037.
   PubMed Web of Science ®Google Scholar
• Bartlett J, Kotrlik J, Higgins C. Organizational research: determining appropriate sample size in survey research. Informat Technol Learni Perform J. 2001;19:43–50.
   Google Scholar
• Cohen J. Statistical Power Analysis for Behavioral Sciences., 2nd Ed. Hillsdale, New Jersey: Lawrence Erlbaum, 1988.
   Google Scholar
• Rosenberg L, Bart O. Development and initial validation of the Children Participation Questionnaire–School (CPQ–School). IJOT. 2015;24:E70–87.
   Google Scholar
• King GA, Law M, King S, et al. Child Care Health Dev. 2005;33:28–39.
   Web of Science ®Google Scholar
• Bult MK, Verschuren O, Gorter JW, et al. Cross-cultural validation and psychometric evaluation of the Dutch language version of the Children’s Assessment of Participation and Enjoyment (CAPE) in children with and without physical disabilities. Clin Rehabil. 2010;24:843–853.
   PubMed Web of Science ®Google Scholar
• Bart O, Rosenberg L, Ratzon NZ, Jarus T. Development and initial validation of the Performance Skills Questionnaire (PSQ). Res Dev Disabil. 2010;31:46–56. ‏
   PubMed Web of Science ®Google Scholar
• Goodman R. The Strengths and Difficulties Questionnaire: a research note. J Child Psychol Psychiatry. 1997;38:581–586.
   PubMed Web of Science ®Google Scholar
• McCrory C, Layte R. Testing competing models of the Strengths and Difficulties Questionnaire’s (SDQs) factor structure for the parent-informant instrument. Pers Individ Dif. 2012;52:882–887. ‏
   Web of Science ®Google Scholar
• Stone LL, Otten R, Engels RC, et al. Psychometric properties of the parent and teacher versions of the strengths and difficulties questionnaire for 4- to 12-year-olds: a review. Clin Child Fam Psychol Rev. 2010;13:254–274. ‏
   PubMed Web of Science ®Google Scholar
• Shallice T. Specific impairments of planning. Philos Trans R Soc Lond B Biol Sci. 1982;298:199–209.
   PubMed Web of Science ®Google Scholar
• Culbertson WC, Zillmer EA. Tower of London-Drexel University (TOL^DXTM)., 2nd edition. MHS, Multi-Health System, North Tonawanda, USA, 2001
   Google Scholar
• Sarkis SM, Sarkis EH, Marshall D, Archer J. Self-regulation and inhibition in comorbid ADHD children: An evaluation of executive functions. J Atten Disord. 2005;8:96–108. ‏
   PubMedGoogle Scholar
• Sikora DM, Haley P, Edwards J, Butler RW. Tower of London test performance in children with poor arithmetic skills. Dev Neuropsychol. 2002;21:243–254. ‏
   PubMed Web of Science ®Google Scholar
• Culbertson WC, Zillmer EA. The Tower of London(DX): a standardized approach to assessing executive functioning in children. Arch Clin Neuropsychol. 1998;13:285–301. ‏
   PubMed Web of Science ®Google Scholar
• Rosenberg L. The associations between executive functions’ capacities, performance process skills, and dimensions of participation in activities of daily Life among children of elementary school age. Appl Neuropsychol Child. 2015 vol 4 p. 148–156.
   PubMed Web of Science ®Google Scholar
• Bruininks R, Bruininks B. The Bruininks–Oseretsky Test of Motor Proficiency. Minneapolis: NCS Pearson, Inc., 2005.
   Google Scholar
• Liberman L, Ratzon N, Bart O. The profile of performance skills and emotional factors in the context of participation among young children with Developmental Coordination Disorder. Res Dev Disabil. 2013;34:87–94. ‏
   PubMed Web of Science ®Google Scholar
• Soper DS. Effect Size Calculator for Multiple Regression [Software]. Available from http://www.danielsoper.com/statcalc. Accessed 2014.
   Google Scholar
• Segal R, Hinojosa J. The activity setting of homework: an analysis of three cases and implications for occupational therapy. Am J Occup Ther. 2006;60:50–59. ‏
   PubMed Web of Science ®Google Scholar
• Fredricks JA. Extracurricular participation and academic outcomes: Testing the over-scheduling hypothesis. J Youth Adolesc. 2012;41:295–306. ‏
   PubMed Web of Science ®Google Scholar
• Mahoney JL, Harris AL, Eccles JS. Organized activity participation, positive youth development, and the over-scheduling hypothesis. Social Policy Report. 2006;20:3–31.
   Google Scholar
• Harter S, Pike R. The pictorial scale of perceived competence and social acceptance for young children. Child Dev. 1984;55:1969–1982.
   PubMed Web of Science ®Google Scholar
• Else-Quest NM, Hyde JS, Goldsmith HH, Van Hulle CA. Gender differences in temperament: a meta-analysis. Psychol Bull. 2006;132:33–72.
   PubMed Web of Science ®Google Scholar
• Olino TM, Durbin CE, Klein DN, et al. Gender differences in young children’s temperament traits: comparisons across observational and parent report methods. J Pers. 2013;81:119–129.
   PubMed Web of Science ®Google Scholar
• Desha LN, Ziviani JM. Use of time in childhood and adolescence: A literature review on the nature of activity participation and depression. Aust Occup Ther J. 2007;54:4–10. ‏
   Web of Science ®Google Scholar
• Erikson EH. Childhood and Society. New York: WW Norton & Company, 1993.
   Google Scholar
• Kennedy J, Brown T, Chien CW. Motor skill assessment of children: is there an association between performance-based, child-report, and parent-report measures of children’s motor skills? Physical & Occupational Therapy in Pediatrics. 2012;32:196–209.
   PubMed Web of Science ®Google Scholar
• Missiuna C, Pollock N. Perceived efficacy and goal setting in young children. Can J Occup Ther. 2000;67:101–109.
   PubMedGoogle Scholar
• Rosenbaum P, Gorter JW. The ‘F words’ in childhood disability: I swear this is how we should think! Child Care Health Dev. 2012;38:457–463.
   PubMed Web of Science ®Google Scholar