<b>Comparing participation patterns in out-of-school activities between Israeli Jewish and Muslim children</b>

Engel‐Yeger, Batya

doi:10.3109/11038128.2013.793738

Cited by 6 publications

(4 citation statements)

References 46 publications

(68 reference statements)

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“…In this study, each activity item was selected by at least one child in the sample showing that none of the CAPE and PAC activities was left out. Several studies in Israel, which share similar geographical and cultural factors, used the English CAPE and PAC with Israeli and Arab children (Engel-Yeger and Jarus, 2008; Engel-Yeger et al , 2009; Engel-Yeger, 2013).…”

Section: Methodsmentioning

confidence: 99%

Participation patterns in elementary school-aged children with autism spectrum disorders and their typically developing peers

Ismael,

Almhdawi,

Jaber

et al. 2023

JCS

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Purpose This study aims to investigate the differences in participation patterns between children with autism spectrum disorders (ASD) and children with typical development (TD) in Jordan. Design/methodology/approach The study used a cross-sectional comparative design and convenient and snowball sampling. The sample consisted of 60 children (30 ASD and 30 TD), mean age (nine years), who completed the Children’s Assessment of Participation and Enjoyment and the Preferences for Activities of Children (CAPE/PAC) via interview. Analyses consisted of descriptive statistics and Mann-Whitney U tests. Findings Children with ASD had significantly lower participation Diversity (U = 24.00, p < 0.000) and Intensity (U = 110.00, p < 0.000) than children with TD. In addition, children with ASD had significantly lower participation preference in Physical (U = 145.50, p < 0.000), Self-Improvement (U = 163.50, p < 0.000), Skill-Based (U = 281.00, p = 0.01), Social activities (U = 307.50, p = 0.03) and total PAC scale score (U = 246.50, p = 0.003). However, children with ASD had significantly higher Enjoyment (U = 274, p < 0.000) than children with TD. Originality/value Children with ASD have restricted participation patterns due to certain ASD features like extreme sensory processing patterns. However, limited research compared participation patterns between school-aged children with ASD and children with TD. This study concluded that participation patterns in children with ASD are different from children with TD.

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Section: Methodsmentioning

confidence: 99%

Participation patterns in elementary school-aged children with autism spectrum disorders and their typically developing peers

Ismael,

Almhdawi,

Jaber

et al. 2023

JCS

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“…According to the ICF model, several factors influence the participation level of an individual: individual/child factors (such as body functions, preferences and social skills, gender), family factors (such as parent's attitudes, socioeconomic status) and environmental factors (such as social attitudes) [21]. The literature includes comprehensive reviews and metaanalyses that have focused on these factors with respect to the participation restrictions experienced by children with DCD [22, 23, 24•, 25].…”

Section: Developmental Coordination Disorder (Dcd)mentioning

confidence: 99%

Predicting Participation in Children with DCD

Rosenblum

Engel‐Yeger

2014

Curr Dev Disord Rep

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Children with developmental coordination disorder (DCD) are characterized by participation restrictions. Participation, a central concept in the International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY; WHO, 2007), is a dynamic process that occurs between individuals and their environment. The aim of this review is to emphasize the role of early identification of children with DCD as an important factor in predicting their participation in daily life. This review discusses issues such as by whom and how this early identification is achieved, at what point within the developmental sequence and in which contexts, and the parents' role to this process and contribution to their children's participation. Finally, future directions for advancing research and practice towards enhancing the participation of children with DCD are discussed in relation to the children's attendance, belonging and involvement in varied life domains.

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“…Golos et al [13] emphasize the need for cultural adaptation in OT, the importance of understanding the effects of beliefs regarding health and education, and developing culturally sensitive assessments and interventions for UO children. In addition, Engel-Yeger [24] highlights the necessity for occupational therapists (OTs) to develop competence in dealing with the various environmental backgrounds of their clients, which may involve adaptations to the assessment or intervention process, as well as setting goals which are meaningful and relevant to the client and his family. Although the need for adapted and culturally sensitive interventions has been recognized, few such adaptations have been documented in the OT literature.…”

Section: Introductionmentioning

confidence: 99%

Clinicians’ Views on the Need for Cultural Adaptation of Intervention for Children with ADHD from the Ultraorthodox Community

Golos

Mor

Fisher

et al. 2021

Occupational Therapy International

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Culture is a core context within occupational therapy, with a recent literature emphasizing the importance of cultural competence, as well as culturally sensitive assessment and intervention. The recent literature has indicated the efficacy of the Cognitive-Functional intervention (Cog-Fun) for children with ADHD among the general Israeli population, yet no studies to date have examined the necessity of cultural adaptations for minority groups. The current study examines the necessity of adapting the intervention protocol and process to the Ultraorthodox (UO) population, as perceived by occupational therapists. The study included 28 occupational therapists certified to use the Cog-Fun intervention, who reported using this approach with UO children. Participants responded to an online questionnaire developed for this study, regarding characteristics of the UO population and necessary adaptions to the Cog-Fun intervention process and protocol. Findings were analyzed using descriptive statistics and qualitative content analysis. Results of the study point to the necessity of addressing various features of the UO community, including daily routines and habits, cultural values, knowledge regarding ADHD, and accessibility of information. Participants also reported a need to adapt the graphic content of the intervention materials. The qualitative data expanded on the perceptions of the participants through four main themes: (a) knowledge regarding ADHD diagnosis and intervention; (b) perceptions and attitudes regarding ADHD diagnosis and medication; (c) factors affecting communication between the OT, parents, and teachers; and (d) adapting the intervention protocol to habits, routines, and lifestyle of UO families. This study has direct implications for therapists utilizing the Cog-Fun with UO children and may also provide insights relevant to occupational therapists using other treatment approaches with children from this culture, as well as other minority or traditional groups. Furthermore, this study may serve as an important addition to the limited literature describing cultural adaptations of evidence-based interventions.

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Comparing participation patterns in out-of-school activities between Israeli Jewish and Muslim children

Cited by 6 publications

References 46 publications

Participation patterns in elementary school-aged children with autism spectrum disorders and their typically developing peers

Participation patterns in elementary school-aged children with autism spectrum disorders and their typically developing peers

Predicting Participation in Children with DCD

Clinicians’ Views on the Need for Cultural Adaptation of Intervention for Children with ADHD from the Ultraorthodox Community

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