Patterns of participation across a range of activities among Canadian children with neurodevelopmental disorders and disabilities

School of Population and Public Health, University of British Columbia, Vancouver, BC, Canada.
Developmental Medicine & Child Neurology (Impact Factor: 3.51). 05/2013; 55(8). DOI: 10.1111/dmcn.12167
Source: PubMed


Children with neurodevelopmental disorders and disabilities (NDD/D) may experience barriers or restrictions to participation in activities. We examined the extent to which this is a problem for children in particular NDD/D subgroups.

We analysed the 2006 Participation and Activity Limitation Survey children data set (5-14y) collected by Statistics Canada (n = 7072 and weighted n = 340 340), having identified the following NDD/D subgroups (weighted n = 77 470; 69.1% males and 30.9% females): gross or gross and fine motor (Motor(+) ), communication/cognition/learning (CCL), social interaction, neurosensory (vision or vision and hearing), and psychological. We used logistic regression to assess differences in participation in supervised and unsupervised physical activities, educational activities, and social/recreational activities.

Participation in some school-based activities differed significantly among children in the NDD/D subgroups (p<0.01). Participation in supervised and unsupervised physical activity was lowest for the Motor(+) and social interaction subgroups, and highest for the neurosensory and CCL subgroups. Participation for the psychological subgroup was mostly in the intermediate range. In contrast, participation in educational activities was lowest for the social interaction and psychological subgroups, and higher for the other groups.

Given the importance of participation to child health and well-being, these differences in participation in various in-school activities highlight an area of need regarding policies/programmes to support subgroups of children with NDD/D.

Download full-text


Available from: Anton R Miller
  • [Show abstract] [Hide abstract]
    ABSTRACT: This commentary is on the original article by Mâsse et al. on pages 729–736 of this issue.
    No preview · Article · Jun 2013 · Developmental Medicine & Child Neurology
  • [Show abstract] [Hide abstract]
    ABSTRACT: Emerging adulthood defines transition to employment, higher education, and domestic life. This study describes the development of an assessment of self-reported participation in a range of age-appropriate activities. Item selection was established from literature review, feedback from youth and professionals, the former Adolescent Activity Card Sort (AACS), and the original Activity Card Sort (ACS). Iterative item selection occurred with three separate samples of emerging adults and six professionals. Test-retest reliability was evaluated. The Adolescent and Young Adult Activity Card Sort (AYA-ACS) consists of chores (11 items), leisure (13), social (10), health and fitness (9), work (10), education (8), and parenting (9). Test-retest reliability showed significant moderate to substantial Kappa agreement (.48-.85) for all domains except parenting (κ = .15). This preliminary study describes the development of the AYA-ACS to be used with individuals who encounter challenges when transitioning to young adulthood.
    No preview · Article · May 2015 · OTJR Occupation Participation Health
  • [Show abstract] [Hide abstract]
    ABSTRACT: Children with cerebral palsy (CP) are generally delayed in arithmetic compared to their peers. The development of early numeracy performance in children with CP is not yet evident, nor have the factors associated with change over time been identified. Therefore, we examined the development of numeracy in children with CP over a two year period and studied which cognitive factors were predictive of arithmetic performance. A longitudinal study with three measurement waves separated by one year was conducted. 56 children participated (37 boys, M=6.0 years, SD=.58). Standardized tasks were used to assess verbal- and visual-spatial working memory, executive functioning, fine motor skills and early numeracy performance. In addition, experimental tasks were developed to measure counting and arithmetic. The results showed that early numeracy performance of children with CP increased between 6 and 8 years of age. Structural equation modelling showed that early numeracy was strongly related to arithmetic performance at the consecutive year. Working memory, counting and fine motor skills were all positively related to early numeracy performance a year later. Furthermore, working memory and fine motor skills were precursors of the development of early numeracy. Considering the importance of numeracy and arithmetic in daily life and in academic and work success, children with CP could substantially benefit from intervention programs aimed at increasing working memory and early numeracy performance. Copyright © 2015. Published by Elsevier Ltd.
    No preview · Article · Jul 2015 · Research in developmental disabilities