Code Sets for Everyday Life Situations of Children Aged 0–6: Sleeping, Mealtimes and Play — A Study Based on the International Classification of Functioning, Disability and Health for Children and Youth

Abstract

Interventions provided by occupational therapists and other professionals in interdisciplinary teams enable children and youth with disabilities to participate in everyday life situations (EDLSs) (Wales and Dunford 2011). To understand participation as defined in the World Health Organization (WHO) International Classification of Functioning, Disability and Health (ICF), with its version for Children and Youth (ICF-CY), using self-report or proxy-report tools is of great importance (WHO 2001, 2007, Haglund and Fältman 2012). However, when using the ICF-CY to discuss with parents their children's participation, the complexity of the classification is a challenge, and simplifications are required to make it more user-friendly (Adolfsson 2011). Such simplifications can be achieved by developing brief code sets, that is, limited sets of approximately 20 ICF-CY categories identified as essential for a specific EDLS (Simeonsson 2009). Today, developmental code sets intended to reflect functioning for children in different developmental periods are available, but there are no code sets intended to identify participation in EDLSs.

Relevance of the International Classification of Functioning, Health and Disability: Children & Youth Version in Early Hearing Detection and Intervention Programs

“…31 EDLS are described as frequently occurring situations in natural environments where individuals spend time. 32 For example, early everyday play includes participation in preverbal interactions in which the parent dynamically and contingently responds to and mirrors the infant's behavior, motivating the infant to detect this communicative action and link his own behavior to that of the parent. 32,33 In recent studies parents and professionals identified sleep, mealtime, and play as three essential EDLS for children 0 to 6 years of age.…”

“…32 For example, early everyday play includes participation in preverbal interactions in which the parent dynamically and contingently responds to and mirrors the infant's behavior, motivating the infant to detect this communicative action and link his own behavior to that of the parent. 32,33 In recent studies parents and professionals identified sleep, mealtime, and play as three essential EDLS for children 0 to 6 years of age. 17,32 These EDLS have been matched with code sets from the ICF-CY with the intention that they could be used by parents, professionals, interprofessional teams, and policy makers to provide a common language to guide discussion on young children's participatory barriers and facilitators in specific EDLS.…”

“…32,33 In recent studies parents and professionals identified sleep, mealtime, and play as three essential EDLS for children 0 to 6 years of age. 17,32 These EDLS have been matched with code sets from the ICF-CY with the intention that they could be used by parents, professionals, interprofessional teams, and policy makers to provide a common language to guide discussion on young children's participatory barriers and facilitators in specific EDLS. 31,32 Table 1 provides some examples of the ICF-CY categories relevant for the code set play, adapted for children age 0 to 6 years.…”

“…31,32 Table 1 provides some examples of the ICF-CY categories relevant for the code set play, adapted for children age 0 to 6 years. 32 Code sets for sleep and mealtime are also available. 32 EDLS change across time as the child matures.…”

“…32 Code sets for sleep and mealtime are also available. 32 EDLS change across time as the child matures. As illustrated in Fig.…”