Determinants of Activity and Participation in Preschoolers with Developmental Delay

Autor/inn/en	Leung, Grantiana P. K.; Chan, Chetwyn C. H.; Chung, Raymond C. K.; Pang, Marco Y. C.
Titel	Determinants of Activity and Participation in Preschoolers with Developmental Delay
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 32 (2011) 1, S.289-296 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2010.10.005
Schlagwörter	Family Income; Cognitive Ability; Developmental Disabilities; Preschool Children; Multiple Regression Analysis; Developmental Delays; Physical Activity Level; Student Participation; Comparative Analysis; Interpersonal Competence; Psychomotor Skills; Attention Deficit Disorders; Correlation; Attention Deficit Hyperactivity Disorder; Symptoms (Individual Disorders); Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Familieneinkommen; Denkfähigkeit; Entwicklungsstörung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsverzögerung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interpersonale Kompetenz; Psychomotorische Aktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Korrelation; Psychiatrische Symptomatik
Abstract	According to the International Classification of Functioning, Disability and Health model endorsed by the World Health Organization, activity (the execution of a task or action by an individual), and participation (involvement in a life situation) are important components in the assessment of health and functioning of an individual. The purpose of this study was to compare the activity performance and school participation of preschool children with developmental delay (DD) and age-matched typically developing children, and to identify the determinants of activity and participation in preschoolers with DD. Fifty-four children with DD (37 boys, 17 girls; mean age: 66 months) and 54 age-matched typically developing children (34 boys, 20 girls; mean age: 65 months) were recruited from the mainstream preschools with integrated program units. Activity and participation were evaluated using the Vineland Adaptive Behavior Scales (VABS) and School Function Assessment (SFA). Other factors that may influence activity and participation such as impairments in sensory, motor, and mental functioning, and other contextual factors (e.g. family income) were also measured. The DD group had significantly lower VABS (p less than 0.001) and SFA (p less than 0.001) scores than controls, indicating suboptimal activity and participation. Multiple regression analysis revealed that deficits in social and motor skills, and in inattention/hyperactivity, were significantly associated with activity and participation in children with DD, accounting for approximately 35-37% of the variance in the VABS and SFA scores (p less than 0.001). In conclusion, deficits in social and motor functioning, and attention-deficit hyperactivity disorder-related symptoms, are important determinants of activity and participation in preschoolers with DD. One may consider targeting these specific areas to enhance activity and participation amongst these children. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10