Important aspects of participation and participation restrictions in people with a mild intellectual disability

Arvidsson, Patrik; Granlund, Mats; Thyberg, Ingrid; Thyberg, Mikael

doi:10.3109/09638288.2013.845252

Cited by 29 publications

(44 citation statements)

References 40 publications

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“…In line with this, we endorse the mentioned philosophical perspective referring to action theory [16]. In this study, the term activities is used simply to denote the whole activity/participation list of things that people may do and the term participation is used to denote actually performed activities with respect to the whole ICF activity/participation list [13,20]. In terms of occupational therapy theory, this usage refers to the more abstract meaning of activity as form in contrast to activity as action [31].…”

Section: Terminology and Underlying Theorymentioning

confidence: 88%

“…According to such a philosophical perspective, the tripartite ICF concept of disability does not seem to make sense and might be due to a confusion of the conceptual issue of defining disability and methodological issues related to the need to specify environmental factors with respect to estimations of ability. However, the language of the ICF classification part is somewhat less complicated to use because activities and participation are described in a common list and researchers may focus on the participation aspect [13,14,20]. Participation refers to functioning in the actual environment of the studied persons in contrast to the ICF concept of activities, which refer to a so-called standard environment or assumptions about such an environment [14].…”

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confidence: 99%

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Dilemmas of participation in everyday life in early rheumatoid arthritis: a qualitative interview study (The Swedish TIRA Project)

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Östlund

Thyberg

et al. 2014

Disability and Rehabilitation

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Section: Terminology and Underlying Theorymentioning

confidence: 88%

mentioning

confidence: 99%

Dilemmas of participation in everyday life in early rheumatoid arthritis: a qualitative interview study (The Swedish TIRA Project)

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Östlund

Thyberg

et al. 2014

Disability and Rehabilitation

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“…Out of all participating adolescents at times 1,142 used the adapted version. The items used in this study are originally used in scales previously developed, used and validated by Stattin and Kerr (2000), Arvidsson et al (2012), Arvidsson (2013), and Kerr and Stattin (2000). Only items used at both time 1 and 2 were included.…”

Section: Instruments and Variables Used In This Studymentioning

confidence: 99%

Factors Associated With Participation and Change Over Time in Domestic Life, Peer Relations, and School for Adolescents With and Without Self-Reported Neurodevelopmental Disorders. A Follow-Up Prospective Study

et al. 2018

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Even though participation in everyday events is a vital part in the fulfillment of human rights, adolescents with neurodevelopmental disorders (NDD) often face participation restrictions in every-day activities. Few studies have investigated the predictors for participation in different contexts, over time and in relation to the same outcome variables.Objective: Objective of the current study was therefore to investigate predictors of change in participation operationalized as frequency of attendance and perceived importance in domestic life activities, peer related activities, and school activities as experienced by adolescents with and without self-reported neurodevelopmental disorders.Method: Associations with participation, both in terms of frequency and perceived importance, in domestic life, peer relations, and the school setting were investigated using six independent variables measuring experience of time and self, sex, age, stress, support from siblings, and atmosphere in family at two-time (with ∼2 years in between). The sample consisted of adolescents with and without self-reported NDD (n = 916). Adolescents with self-reported NDD were n = 154 and adolescents without self-reported NDD was n = 762. Data was collected via self-reported questionnaires administered in schools.Results: Three key findings are presented. (1) more factors were associated with participation outcomes at time1 for adolescents without NDD than for adolescents with NDD, but this difference in the number of factors decreases with time; (2) few associations were related to time for both adolescents with and without NDD; and (3) patterns of predicting variables were different for adolescents with and without NDD.Lygnegård et al. Participation in and Outside SchoolConclusion: The findings indicate that the factors related to participation in and outside school differs between groups, when the impairment or disability is not considered as a predictor for participation. This study supports the need for using a multidimensional developmental and contextual perspective in addressing enhanced participation for adolescents with NDD.

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“…The middle part of that concept -activities -refers to an individual perspective on disability that does not tally with the basic structure of so-called social models, which emphasize that all human actions are situated in a context (Bickenbach et al, 1999;Gustavsson, 2004;Arvidsson, Thyberg, Thyberg & Granlund, 2014). In line with social models that just make a bipartite distinction between a bodily perspective and a social perspective, a precursor of rehabilitation medicine suggested that an individual perspective should be substituted with a social perspective as early as 1912 (Thyberg, Nelson & Thyberg, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Because activity and participation aspects are classified in a single list, researchers have to pay attention to whether a study takes place in the actual environments of the persons or in a so-called standard environment (WHO, 2001;Arvidsson et al, 2014). In the literature, some studies refer to the ICF tripartite concept without actually using or discussing that structure and some use a somewhat confusing mix of activity and participation concepts.…”

Section: Introductionmentioning

confidence: 99%

How are the activity and participation aspects of the ICF used? Examples from studies of people with intellectual disability

Arvidsson

Granlund

Thyberg

2015

NRE

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INTRODUCTION: Interdisciplinary differences regarding understanding the International Classification of Functioning, Disability and Health (ICF) concepts activity/participation may hinder its unifying purpose. In the ICF model, functioning (and disability) is described as a tripartite concept: 1) Body structures/functions, 2) Activities, and 3) Participation. Activities refer to an individual perspective on disability that does not tally with the basic structure of social models. OBJECTIVE: To review how activity and participation are actually used in studies of intellectual disability (ID). CONCLUSION: Based on 16 papers, four different usages of activity/participation were found. 1) Theoretical reference to tripartite ICF concept with attempts to use it. 2) Theoretical reference to tripartite ICF concept without actual use of activities. 3) "Atheoretical" approach with implicit focus on participation. 4) Theoretical reference to bipartite concept with corresponding use of terms. The highlighted studies have in common a focus on participation. However, the usage of the term "activity" differs both within and between studies. Such terminology will probably confuse interdisciplinary communication rather than facilitating it. Also, the use of an explicit underlying theory differs, from references to a tripartite to references to a bipartite concept of disability. This paper is focused on ID, but the discussed principles regarding the ICF and interdisciplinary disability theory are applicable to other diagnostic groups within rehabilitation practices.

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Important aspects of participation and participation restrictions in people with a mild intellectual disability

Cited by 29 publications

References 40 publications

Dilemmas of participation in everyday life in early rheumatoid arthritis: a qualitative interview study (The Swedish TIRA Project)

Dilemmas of participation in everyday life in early rheumatoid arthritis: a qualitative interview study (The Swedish TIRA Project)

Factors Associated With Participation and Change Over Time in Domestic Life, Peer Relations, and School for Adolescents With and Without Self-Reported Neurodevelopmental Disorders. A Follow-Up Prospective Study

How are the activity and participation aspects of the ICF used? Examples from studies of people with intellectual disability

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