Bourke-Taylor H, Law M, Howie L, Pallant J F
School of Occupational Therapy, La Trobe University, Bundoora, Vic., Australia.
Child Care Health Dev. 2009 Sep;35(5):738-45. doi: 10.1111/j.1365-2214.2009.00995.x.
This paper describes the development and psychometric evaluation of the Assistance to Participate Scale (APS). The APS measures the assistance that a school-aged child with a disability requires to participate in play and leisure activities from the primary carer's perspective.
Mixed methodology using an instrument design model was used to complete two studies. First, a qualitative research design was used to generate items and scoring criteria for the APS. Second, a quantitative study evaluated the instrument using data collected from 152 mothers with children aged 5-18 years. Statistical analysis assessed the underlying structure, internal consistency and construct validity of the APS.
Exploratory factor analysis revealed two correlated components, reflecting home-based and community-based play activities. Both subscales and the total APS scale showed good internal consistency. The APS correlated as predicted with individual domains and overall scores for other validated measures (Pediatric Evaluation of Disability Inventory caregiver scales and Pediatric Quality of Life Inventory) with correlations ranging from rho = 0.42 to rho = 0.77. The APS was able to discriminate between groups of children based on type of schooling (regular or segregated), need for equipment/assistive devices, frequency of lifting and disability.
The APS provides professionals with a brief psychometrically sound tool that measures the amount of caregiver assistance provided to a child with a disability to participate in play and recreation. The APS may be used as an outcome measure and to evaluate and predict the amount and type of additional assistance families need to facilitate their child's participation in an important aspect of the child's daily life and development: play and recreation.
本文描述了参与协助量表（APS）的开发及心理测量学评估。APS从主要照顾者的角度衡量残疾学龄儿童参与游戏和休闲活动所需的协助。
采用混合方法，运用工具设计模型完成两项研究。首先，使用定性研究设计来生成APS的项目和评分标准。其次，通过定量研究，利用从152名有5至18岁孩子的母亲那里收集的数据对该工具进行评估。统计分析评估了APS的潜在结构、内部一致性和结构效度。
探索性因素分析揭示了两个相关的组成部分，反映基于家庭和基于社区的游戏活动。两个子量表以及APS总量表均显示出良好的内部一致性。APS与其他有效测量方法（残疾儿童评定量表照顾者版和儿童生活质量量表）的各个领域及总体得分的相关性符合预期，相关系数范围为rho = 0.42至rho = 0.77。APS能够根据学校类型（普通或隔离）、对设备/辅助装置的需求、抱起频率和残疾情况区分不同儿童群体。
APS为专业人员提供了一种心理测量学上合理的简短工具，用于测量照顾者为残疾儿童参与游戏和娱乐提供的协助量。APS可用作结果指标，以评估和预测家庭为促进孩子参与其日常生活和发展的一个重要方面（游戏和娱乐）所需的额外协助的数量和类型。
