{"title":"支持有特殊教育需要的儿童参与的合作目标设定方法。","authors":"Hua-Fang Liao, Ya-Tzu Liao, Li-Chiou Chen, Yen-Tzu Wu, Lin-Ju Kang, Mats Granlund, Eva Björck","doi":"10.1097/PEP.0000000000001202","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>To compare the participation ratings between children with special educational needs and their primary caregivers and investigate the activities children desire to change and their participation-based goals.</p><p><strong>Methods: </strong>Twenty children with special educational needs aged 8 to 12 years were interviewed using the Functioning Scale of the Disability Evaluation System-Child to measure participation frequency and independence and select desire-to-change activities. The International Classification of Functioning, Disabilities, and Health-based Collaborative Problem Solving was used to form participation-based goals.</p><p><strong>Results: </strong>Children reported participation differently from their primary caregivers. Nineteen children identified desire-to-change activities mostly related to the home and community settings and indicated a desire to change participation frequency. Children's participation-based goals reflected their desires to do their preferred activities more often.</p><p><strong>Conclusions: </strong>Children with special educational needs had unique perspectives different from those of their caregivers, and they could identify desired activities and set participation goals with semi-structured methods.</p>","PeriodicalId":49006,"journal":{"name":"Pediatric Physical Therapy","volume":" ","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Collaborative Goal-Setting Approaches to Support Participation of Children With Special Educational Needs.\",\"authors\":\"Hua-Fang Liao, Ya-Tzu Liao, Li-Chiou Chen, Yen-Tzu Wu, Lin-Ju Kang, Mats Granlund, Eva Björck\",\"doi\":\"10.1097/PEP.0000000000001202\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>To compare the participation ratings between children with special educational needs and their primary caregivers and investigate the activities children desire to change and their participation-based goals.</p><p><strong>Methods: </strong>Twenty children with special educational needs aged 8 to 12 years were interviewed using the Functioning Scale of the Disability Evaluation System-Child to measure participation frequency and independence and select desire-to-change activities. The International Classification of Functioning, Disabilities, and Health-based Collaborative Problem Solving was used to form participation-based goals.</p><p><strong>Results: </strong>Children reported participation differently from their primary caregivers. Nineteen children identified desire-to-change activities mostly related to the home and community settings and indicated a desire to change participation frequency. Children's participation-based goals reflected their desires to do their preferred activities more often.</p><p><strong>Conclusions: </strong>Children with special educational needs had unique perspectives different from those of their caregivers, and they could identify desired activities and set participation goals with semi-structured methods.</p>\",\"PeriodicalId\":49006,\"journal\":{\"name\":\"Pediatric Physical Therapy\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2025-04-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Pediatric Physical Therapy\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1097/PEP.0000000000001202\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PEDIATRICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pediatric Physical Therapy","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1097/PEP.0000000000001202","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PEDIATRICS","Score":null,"Total":0}
Collaborative Goal-Setting Approaches to Support Participation of Children With Special Educational Needs.
Purpose: To compare the participation ratings between children with special educational needs and their primary caregivers and investigate the activities children desire to change and their participation-based goals.
Methods: Twenty children with special educational needs aged 8 to 12 years were interviewed using the Functioning Scale of the Disability Evaluation System-Child to measure participation frequency and independence and select desire-to-change activities. The International Classification of Functioning, Disabilities, and Health-based Collaborative Problem Solving was used to form participation-based goals.
Results: Children reported participation differently from their primary caregivers. Nineteen children identified desire-to-change activities mostly related to the home and community settings and indicated a desire to change participation frequency. Children's participation-based goals reflected their desires to do their preferred activities more often.
Conclusions: Children with special educational needs had unique perspectives different from those of their caregivers, and they could identify desired activities and set participation goals with semi-structured methods.
期刊介绍：
Pediatric Physical Therapy is an indexed international journal, that publishes peer reviewed research related to the practice of physical therapy for children with movement disorders. The editorial board is comprised of an international panel of researchers and clinical scholars that oversees a rigorous peer review process. The journal serves as the official journal for the pediatric physical therapy professional organizations in the Netherlands, Switzerland, New Zealand, Canada, and the United States. The journal includes articles that support evidenced based practice of physical therapy for children with neuromuscular, musculoskeletal, cardiorespiratory and developmental conditions that lead to disorders of movement, and research reports that contribute to the foundational sciences of pediatric physical therapy, ranging from biomechanics and pediatric exercise science to neurodevelopmental science. To these ends the journal publishes original research articles, systematic reviews directed to specific clinical questions that further the science of physical therapy, clinical guidelines and case reports that describe unusual conditions or cutting edge interventions with sound rationale. The journal adheres to the ethical standards of theInternational Committee of Medical Journal Editors.
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