Structural validity and internal consistency of Picture My Participation: A measure for children with disability

Abstract

Background: Picture My Participation (PMP) intended to measure participation, defined as attendance and involvement in everyday situations, of children with disabilities, particularly in low- and middle-income settings.Objectives: To explore structural validity of PMP by identifying possible subcomponents in the attendance scale and examining internal consistency of the total score and each subcomponent.Method: A picture-supported interview was conducted with 182 children, 7–18 years, with and without intellectual disability (ID). Frequency of attendance in 20 activities was rated on a four-point Likert scale (never, seldom, sometimes and always).Results: An exploratory principal component analysis extracted four subcomponents: (1) organised activities, (2) social activities and taking care of others, (3) family life activities and 4) personal care and development activities. Internal consistency for the total scale (alpha = 0.85) and the first two subcomponents (alpha = 0.72 and 0.75) was acceptable. The two last subcomponents alpha values were 0.57 and 0.49.Conclusion: The four possible subcomponents of PMP can be used to provide information about possible domains in which participation and participation restrictions exist. This study provided further psychometric evidence about PMP as a measure of participation. The stability and the utility of these subcomponents needed further exploration.

Participation Questionnaire for Preschoolers with Autism Spectrum Disorder: Item Development

“…Such an approach could be useful as one way to evaluate the effectiveness of an intervention (Fitzpatrick et al, 1998). This reflective model-based participation measurement tool is consistent with novel approaches proposed in previous studies (Arvidsson et al, 2021;Kim et al, 2016). In particular, the development of this new tool for young children with ASD has the potential to bridge the gap that exists between theory and practice regarding participation for children with ASD.…”

Self-rating via video communication in children with disability – a feasibility study

“…Concerning the participation in everyday activities measured by PmP, results need to be interpreted with caution due to the low number of participants in the study. As when administering PmP in person to children with an intellectual disability (Arvidsson et al, 2020(Arvidsson et al, , 2021, the responses were positively skewed, which is likely to do with the PmP instrument as such rather than the digital format of the interview. However, in contrast to findings in earlier studies (Arvidsson et al, 2020(Arvidsson et al, , 2021, there was no missing data in the attendance subscale.…”

“…This shift in focus, from body functions to contextual factors (World Health Organization, 2001), is demonstrated by the innovative attempts to support the self-rating of subjective experiences in children with DD through the use of different assistive aids, such as pictures or symbols (see for example Gullone et al, 1996;Scott et al, 2011;Boström et al, 2016;Arvidsson et al, 2021). The scale applied in the present study, Picture My Participation (PmP), is one example of a scale intended to be accessible to children with different levels of cognitive and communicative functioning.…”

“…The scale applied in the present study, Picture My Participation (PmP), is one example of a scale intended to be accessible to children with different levels of cognitive and communicative functioning. By using visual support and a relatively flexible procedure (within defined limits), PmP measures core aspects of participation (attendance and involvement) in everyday activities in children (Arvidsson et al, 2020(Arvidsson et al, , 2021. As such, PmP resonates with the definition of participation in the Family of Participation-Related Constructs (fPRC) framework, which identifies attendance (i.e., being there) and involvement (i.e., the experience of participation while attending) as the two essential components of participation (Imms et al, 2016(Imms et al, , 2017.…”

Barriers and facilitators to participation in everyday activities for children with intellectual disabilities in China

“…Based on ICF and participation, the Family of Participation‐Related Constructs (fPRC) framework presents participation as including two dimensions: attendance and involvement (Imms et al, 2017 ). Attendance relates to how often children engage in an activity, while involvement may be seen as the subjective feeling of having participated related to motivation, engagement, perseverance, social connection and level of affect (Arvidsson et al, 2021 ; Balton et al, 2020 ; Eriksson et al, 2007 ; Maxwell et al, 2012 ). In ICF, environmental and personal factors are referred to as important for performing everyday activities and for participation (WHO, 2001 ).…”