Rosenberg L, Ratzon N Z, Jarus T, Bart O
Department of Occupational Therapy, School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel.
Child Care Health Dev. 2012 Nov;38(6):836-43. doi: 10.1111/j.1365-2214.2011.01303.x. Epub 2011 Sep 9.
In light of the International Classification of Functioning, and Health (ICF) model, to assess whether parents of children with mild developmental disabilities perceived various environmental factors as barriers to their child's participation, and whether these factors have a unique contribution to the total explained variance of participation, beyond personal factors.
Seventy-nine kindergarten children (mean age 5.20 ± 0.52 years old) with mild developmental disabilities and their parents participated in the study. Three questionnaires measuring the child's participation, performance skills and environmental factors were completed by the parents.
Parents perceived environmental factors as slightly restricting to their child's participation. Associations were found between home and education factors and the dimensions of child participation - independence, enjoyment and parental satisfaction. Although parents perceived human environmental factors as more restricting than physical factors at home, regression analysis revealed that the latter was found to affect the child participation dimension of independence beyond the contribution of personal factors.
These findings are the first, to our knowledge, to support the contribution of environmental factors to the participation of young children with mild developmental disabilities. The results show that environmental factors have significant slight contribution to child's independence in participation beyond other predictors (i.e. personal factors). Therefore, it is recommended to include environmental restrictions measurement in the child evaluation process to facilitate effective intervention programs.
根据国际功能、残疾和健康分类（ICF）模型，评估轻度发育障碍儿童的父母是否将各种环境因素视为其子女参与活动的障碍，以及这些因素对参与活动总解释方差的独特贡献（超出个人因素）。
79名患有轻度发育障碍的幼儿园儿童（平均年龄5.20±0.52岁）及其父母参与了该研究。父母完成了三份分别测量儿童参与度、表现技能和环境因素的问卷。
父母认为环境因素对其子女的参与活动有一定限制。家庭和教育因素与儿童参与度的维度——独立性、愉悦感和父母满意度之间存在关联。尽管父母认为家庭中的人文环境因素比物理因素限制更大，但回归分析显示，在个人因素的贡献之外，物理因素对儿童参与度的独立性维度有影响。
据我们所知，这些发现首次支持了环境因素对轻度发育障碍幼儿参与活动的贡献。结果表明，环境因素对儿童参与活动的独立性有显著的轻微贡献，超出了其他预测因素（即个人因素）。因此，建议在儿童评估过程中纳入环境限制测量，以促进有效的干预计划。
