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ObjectiveTo develop a rehabilitation program of nature posture treatment (NPT) suspension therapy based on the International Classification of Functioning, Disability and Health-Children and Youth version (ICF-CY) framework, and apply it to neurodevelopmental disorders. MethodsThe ICF-CY theoretical group (group A) and NPT suspension therapy group (group B) were established. Group A searched literature from common databases, to extract high-frequency words related to suspension therapy and match with categories of ICF-CY, to develop ICF-CY theoretical framework of the NPT suspension therapy. Group B developed specific rehabilitation procedures and training items based on the framework to compose the training pool. A total of 110 children aged less than six years with neurodevelopmental disorders and associated motor impairments were selected from outpatient or inpatient of the First Affiliated Hospital of Xinxiang Medical University, between October, 2019 and October, 2022. They were randomly divided into control group (n = 55) and clinical group (n = 55), who received routine neurodevelopmental therapy and NPT suspension therapy program based on ICF-CY, respectively, for a week. The incidence of satisfaction, acceptance and adverse events were observed. ResultsTwo cases in the control group and four cases in the clinical group dropped down. For the clinical group, the incidence of satisfaction was 98% (50/51), with acceptance of 96% (49/51), and one adverse event occurred. For the control group, the incidence of both the satisfaction and acceptance was 100%, and no adverse event occurred. There was no significant difference in the incidence of satisfaction, acceptance and the adverse event (P > 0.05). ConclusionThe NPT suspension therapy program based on the ICF-CY framework is safe and acceptable for children with neurodevelopmental disorders.
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ObjectiveTo investigate the comprehensive spoken communication performance of children with disabilities, and explore the related individual and environmental factors. MethodsFrom August to November, 2022, questionnaires of Communication Function Scale for Children based on ICF-CY were distributed online to parents of healthy children and children with disabilities aged two years to five years and eleven months in Shanghai, Nanjing and other areas. ResultsA total of 500 copies were sent out, and 407 valid questionnaires were returned, including 84 healthy children, 85 with hearing impairment, 119 with mental retardation, 35 with cerebral palsy and 84 with autism. There were significant differences in the comprehensive spoken communication function performance among the children with different impairment types (F = 127.618, P < 0.001). The comprehensive spoken communication ability was significantly poorer in the children with disabilities than in the healthy children (P < 0.05), and the ability was better in hearing-impaired children than in the children with other disabilities (P < 0.05). The higher the education of mother (r = -0.311, P < 0.001) and father (r = -0.280, P < 0.001), and family annual income (r = -0.228, P < 0.001), the better the children's comprehensive spoken communication performance; the children's comprehensive spoken communication performance was better when the family used Putonghua as unified communication language (r = 0.210, P < 0.001). ConclusionThe comprehensive spoken communication performance for children with disabilities is heterogeneous among different impairment types, and is affected by parents' education, family annual income, and family communication language.
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Objective:To explore the effects of SOAP (subjective objective assessment plan) case recording method by reflective teaching combined with the framework of International Classification of Functioning-Children and Youth Version (ICF-CY) in rehabilitation therapy practice.Methods:Interns of rehabilitation therapywere randomly divided into ICF-CY record group taking the case recording method of reflective teaching combined with the framework of ICF-CY and traditional record group taking traditional SOAP case recording method for children with cerebral palsy. After the internship, examination based on the clinical analysis and assessment of cases records and questionnaire survey were conducted among the two groups of interns. SPSS 20.0 was used to conduct t test and chi-square test. Results:The scores based on the clinical analysis and assessment of the ICF-CY record group were higher than those of the traditional record group. The questionnaire showed that interns' satisfaction of the SOAP case recording method by reflective teaching combined with the framework of ICF-CY was superior to the traditional SOAP case recording method ( P<0.001). Conclusion:The SOAP case recording method by reflective teaching combined with the framework of ICF-CY can improve interns' abilities of clinical case analysis, stimulate their self-learning abilities, and help to cultivate their thinking of clinical diagnosis and treatment.
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Objective:To systematically review and develop the categories in the fields of recreational physical activities and rehabilitation exercise for the children and youth with disabilities based on the theory and method of International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY). Methods:The literatures about physical activities and rehabilitation exercise for children and youth with disabilities were retrieved with subject retrieval method, from the database of CNKl, Wanfang Data, PubMed and Web of Science, until December 31st, 2020. The authors, countries, published time, published journals, research objectives, object of the study and their ages, data collection tool, and the key findings were extracted. Results:A total of 1920 literatures were returned, and 26 of them were enrolled, which were published in eleven countries, and mainly from the journals of medicine, public health, exercise and rehabilitation for people with disabilities, and mainly published after 2010. The researches mainly used questionnaire survey, experimentation and measurement methods. There were three typical recreational physical activities: physical fitness activities, skills activities and sports activities, mainly including physical activities in daily life, recreational and leisure activities, sports activities, school physical education courses and rehabilitation training, etc. According to the framework of ICF-CY, physical activities might promote functional recovery for children and youth with disabilities, in b body functions, including bl mental function; b2 sensory function and pain; b4 cardiovascular, blood, the function of the immune system and respiratory system; b5 digestion, metabolism and function of the endocrine system; and b7 nerve musculoskeletal function related to movement; and d activities and participation, including d2 the general tasks and requirements; d4 activity; d5 self-care; d6 family life; d7 interpersonal communication and interpersonal relationship; d8 main area of life and d9 community, social and civic life. The evidences showed benefits of improvement in the fields of gross motor function, muscle strength, balance coordination, walking, running, dexterity and functioning of hand, cardio-respiratory fitness, body composition, and pain relief. Further more, there were gains at improvement of the quality of life, well-being, social support and self-efficacy, taking an active part in all kinds of leisure activities and physical activity, increasing the range of activities, etc. The environmental and personal factors might affect the participation and performance in physical activities for children and youth, including e1 products and technologies, e2 natural environment and man-made changes to the environment, e3 support and interpersonal relationships, e4 attitude, e5 service system and policy, including physical and built environment, assistive technology, activity facilities, transportation, physical accessibility and availability of community leisure and recreational activities, athletic ability, orientation of family activities, family environment, etc. Conclusion:The physical activities may promote the recovery of body function, and activities and participation for children and youth with disabilities. The environmental and personal factors may affect the participation and performance in physical activities.
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Results and Conclusion:Articulation disorder for children is classified to Developmental Speech Sound Disorder (6A01.0). It involves in the eye, ear and related structures (s2), structures involved in voice and speech (s3), especially structure of external ear (s240), structure of middle ear (s250) and structure of inner ear (s260); voice and speech functions (b3), especially articulation functions (b320); communication (d3), learning and applying knowledge (d1), interpersonal interactions and relationships (d7), and community, social and civic life (d9), especially speaking (d330), conversation (d350), using communication devices and techniques (d360) and acquiring language (d133). The assessment of articulation disorder should be covered articulation accuracy and motor function of articulation. A holistic rehabilitation solution for children with articulation disorder has been developed, involving in body structure, body function, activities and participation, and environmental factors, including assessment, training and treatment, educational counseling, and psychological and social support. Objective:To explore the diagnosis of diseases and functioning of articulation function and conduct content analysis of assessment tools in Chinese, and to construct framework of rehabilitation solution based on International Classification of Diseases 11th Revision (ICD-11), International Classification of Functioning, Disability and Health (Children and Youth version) (ICF-CY) and International Classification of Health Interventions (ICHI). Methods:The diagnosis of disease and functioning was discussed with ICD-11 and ICF. The assessment tools were analyzed with ICF. A holistic rehabilitation solution was constructed with ICF and ICHI.
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Results and Conclusion:The core diagnostical terms of communication disorder for children include Primary Pragmatic Language Impairment of Developmental Language Disorder, Communication, Communicating-Receiving, and Communicating-Production, etc. Communication disorder is a typical disorder of limited social interaction and a typical manifestation of developmental retardation for children, named Developmental Language Disorder Main Companion Pragmatic Language Impairment (6A01.22), subclass of Developmental Language Disorder (6A01). Communication disorders involve in speech-related body structures and functions, activity and participation, environmental factors and personal factors; such as communication (d3), including communicating-receiving (d310-d329), communicating-production (d330-d349), conversation and use of communication devices and techniques (d350-d369), and health-related behaviors. The structured framework of rehabilitation intervention involves in body function and structure, activity and participation, environmental factors and personal factors; includes assessment, training and treatment, educational counseling, and psychological and social support. Objective:To explore the definition and core terminology of communication disorders for children, establish the diagnostic criteria and functional assessment criteria of communication disorder, and develop a holistic rehabilitation solution for it based on International Classification of Diseases 11th Revision (ICD-11), International Classification of Functioning, Disability and Health (Children and Youth version) (ICF-CY) and International Classification of Health Interventions (ICHI). Methods:Core definition and terminology of communication disorder were analysed with ICD-11, American Speech-Language-Hearing Association (ASHA) and Diagnostic and Statistical Manual of Mental Disorders-V (DSM-V). The diagnostical criteria of communication disorders for children were analyzed using the ICD-11. The functioning diagnostical criteria of communication disorders for children were explored using ICF-CY. A holistic rehabilitation solution was developed based on ICF-CY and ICHI.
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Objective:To analyze the content and structure of environmental factors related to sedentary behavior of adolescents based on theoretical framework of International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY), and review the issues involved in related literature. Methods:The literatures related with adolescents' sedentary behavior were retrieved from CNKI, Wanfang and the core collection of Web of Science. The English literatures were searched from establishment to January 31st, 2020, and the Chinese literatures were searched from establishment to April 20th, 2020. The authors, countries, published time, published journals, research objectives, object of the study and their ages, data collection tool, and the key findings were extracted. Results:A total of 3217 literatures were searched, and 21 of them were enrolled finally, which were published from eight countries, and most were from journals on topics related to public health. They were published from 2015 to 2019, and mainly used survey, including questionnaire and objective measurement. Using ICF-CY environmental factors to code the contents, there were 17 environmental factors, and 14 showed positive or negative influence, including nine categories of Products and Technology (e150, e160, e110, e115, e120, e125, e140, e165, e130), namely community, residence/exercise place design, street/land use, school flexible learning space, adjustable height desk and home entertainment/sports equipment; two categories of Natural Environment and Human-made Changes to Environment (e225, e245), temperature, humidity, season, rainfall, sunlight hours; and three categories for Support and Relationships (e310, e320, e325), family, friends, peer activities participation/support level. There was shortage of researches in fields of attitude and services, system and policies. The indicators of environments, such as land utilization rate, walking facilities, perceived neighborhood aesthetics, pedestrian/vehicle traffic safety, adjustable desks, and flexible learning spaces reduced the sedentary time for adolescents. Low quality of home entertainment equipment and connection conveniences, shorter sunlight and poorer climatic conditions increased adolescents' sedentary time. It proposed to further test the effects of some factors, including family, friend and peer activity participation/support level, air quality, and the objective measurements indicators of community residence/ neighborhood, on adolescent sedentary behavior. Conclusion:Based on ICF-CY, there are three influential environmental factors on adolescents' sedentary behavior in the fields of Products and Technology, Natural Environment and Human-made Changes to Environment, and Support and Relationships. It proposed to develop a healthy lifestyle and reduce sedentary behavior by eliminating negative impact of environmental factors.
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Objective:To analyze and compare the policies and theoretical fundamental, the categories and amount of activities, benefits and influential factors of international and national physical activity guidelines for children, to provide theoretical and method guidance for the development and implementation of relevant guidelines. Methods:Six guidelines of physical activity for children issued by the World Health Organization (WHO), China, United States, Australia and Canada (2 sets) were included, analyzed and coded using International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY). The policy background, theories, evidence-based methods, recommended activities, activity volume, benefits and influential factors of the guidelines were discussed. Results:There were relevant backgrounds of health policies and theoretical fundamentals for the development of these guidelines. The recommended categories of physical activities involved the activities of fitness, skills and sports. The amount of activity all the guidelines recommended was at least 60 minutes of moderate to high intensity activity per day, and vigorous-intensity or musculoskeletal enhancement activities at least three times a week. Physical activities had benefit for children in the fields of development and maxima of functioning, promotion of activities and participation, formation of good habits of life, establishment of healthy lifestyles, and improvement of the relevant environmental factors. Conclusion:It is useful to analyze and compare the contents of guidelines of physical activities for children using framework, terminology and coding systems of ICF-CY. Both international and national guidelines of physical activity for children are developed in relevant health policies backgrounds and health-related theories. There are three types of physical activity for children aligning to ICF-CY: fitness, skills and sports. All guidelines recommended moderate to high level intensity of activity. Children can gain from physical activities for the development of exercise habits and active lifestyles. Accessible environments are recommended, including Products and Technology, Natural Environment and Human-Made Changes to Environment, Support and Relationships, Attitudes, and Services, Systems and Policies.
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@#Objective To compare the comprehension and input skills of Chinese characters among children with physical disability, autistic disorder and intellectual disabilities. Methods From December, 2008 to July, 2016, 125 children with disabilities aged 7-14 years were evaluated with International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY) functional examination list, and then they received comprehension and input skill training of Chinese characters under CKC Input Scheme. Results There was various dysfunction in comprehension and input skills among children with different disabilities. 70% children improved in Chinese characters input after training. Conclusion It is needed to construct a stage-based, individualized and continuous training approach to promote computer-based learning.
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@#Objective To analyze the concept of Peabody Developmental Motor Scale-Fine Motor (PDMS-FM). Methods Concept con-tained in each item of PDMS-FM was discussed and determined by 3 rehabilitation physicians or therapists. They were linked to the catego-ries of International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY) by 2 rehabilitation physi-cians according to the linking rules after discussion. Third party intervened informally if there was a disagreement. Results Ninety-eight items from the PDMS-FM linked to 21 categories of the 3rd level within 13 categories of the 2nd level, belong to b1 Mental Functions, b7 Neuromusculoskeletal and Movement-related Functions, d1 Learning and Applying Knowledge, d4 Activities and d5 Self-care, a total of 5 categories of the 1st level. Eighty items linked to d4, and 40 items linked to d1. Conclusion PDMS-FM mainly focuses on the activities, es-pecially Carrying, Moving and Handling Objects and Basic Learning of Learning and Applying Knowledge.
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Objective To compare the features of activity and participation difficulty of children with cerebral palsy, intellectual disabili-ty and autism. Methods 42 children with cerebral palsy, intellectual disability, and autism aged 3-6 years were evaluated with ICF-CY Ques-tionnaire. Results There were mild barriers in the domains of learning and applying knowledge, communication, mobility, self-care, domes-tic life and major life areas, and the moderate barriers in the domains of general tasks and demands, interpersonal interactions and relations. There were more barriers in learning and applying knowledge in children with cerebral palsy and intellectual disability than those with au-tism. Conclusion There are various features in activity and participation difficulty in children with cerebral palsy, intellectual disability or autism, which required diversity of educational rehabilitation strategies.
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@#Objective To analyze the reliability and validity of the International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY) Self-care Sets for the children with cerebral palsy. Methods 50 children with cerebral palsy were involved in this study. The functional evaluation was assessed by ICF-CY Self-care Sets, Functional Independence Measure (WeeFIM) and Pediatric Evaluation of Disability Inventory (PEDI). The reliability was analyzed with kappa correlation statistics. The concurrent criterion validity was analyzed with Spearman's rank correlation coefficients. Results The kappa value of test-retest reliability of 8 categories of ICF-CY Self-care Sets was 0.806~0.932, excellent. The kappa value of interrater reliability of 8 categories of ICF-CY Self-care Sets was 0.690~0.882, from moderate to excellent. The correlation analysis showed that the total score of the ICF-CY Self-care Sets was associated with the scores of WeeFIM (r=-0.832, P<0.01) and PEDI (r=-0.767, P<0.01). Conclusion The ICF-CY Self-care Sets are reliable and valid as a measurement for children with cerebral palsy.
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@#Objective To determine the concept of functional evaluation for children with congenital heart disease in the views of International Classification of Functioning, Disability and Health (Children and Youth Version) (ICF-CY). Methods Clinical researches on children and adolescents with congenital heart disease nearly a decade were recalled from MEDLINE/PubMed and EMBASE. The concepts extracted were linked with ICF-CY. Results 224 researches were recalled. The oncepts linked with ICF-CY in 12 first categories, 28 second categories, of which 17 items were of body function, 2 of body structure, 6 of activities and participation, and 3 of environmental factors.Conclusion ICF-CY is a useful framework for functional assessment for children with congenital heart disease. It is important to make the measurement uniformity for comparability of the researches.
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@#Objective To apply the theory and model of International Classification of Functioning, Disability and Health (Children and Youth Version) (ICF-CY) in rehabilitation for children with cerebral palsy. Methods A case accepted rehabilitation in the framework of ICF-CY was reported. Results and Conclusion The framework of ICF-CY can be used in rehabilitation for children with cerebral palsy.
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@#This paper introduced the framework and approach, explained the new categories, and elaborated the implementation of International Classification of Functioning, Disability and Health (Children and Youth Version) (ICF-CY) in fields of rehabilitation for children with disabilities. The publishing and distribution of ICF-CY international Chinese version would be a big thing for the Chinese to implement ICF in related fields.