Malkawi S H, Hamed R T, Abu-Dahab S M N, AlHeresh R A, Holm M B
Faculty of Rehabilitation Sciences, Department of Occupational Therapy, The University of Jordan, Amman, Jordan.
College of Health and Human Services, Department of Occupational Therapy, the University of New Hampshire, Durham, NH, USA.
Child Care Health Dev. 2015 Jul;41(4):559-68. doi: 10.1111/cch.12209. Epub 2014 Oct 22.
The purpose of this study is to describe the process of developing the Arabic Version of the Preschool Activity Card Sort (A-PACS) derived from the Preschool Activity Card Sort (PACS), an internationally recognized tool, which uses parent interview, and photographs of pre-schoolers engaged in typical activities.
Measuring participation among preschool children in daily activities is an essential part of the evaluation process by occupational therapists, utilizing valid and culturally relevant measurement tools. Given the newness of the occupational therapy profession in the Arab world, a major obstacle is the dearth of measurement tools especially for pre-schoolers.
Cultural adaptation of the PACS required a four phase process: collection of culturally appropriate activities using focus groups, translation, cognitive pilot testing and validation using two rounds of ranking (Delphi technique). Caregivers interviewed in all phases of the study included 115 participants. All were recruited from different geographical locations and socio-economic levels in Jordan, and were stratified by age and gender.
Ninety-five activities were generated in the final version of the A-PACS in which 23 were specific to the Arabic culture. The activities were categorized into self-care (17), community mobility (16), high demand leisure (11), low demand leisure (17), social interaction (15), domestic (8) and education (11). Based on the A-PACS, the most common five activities of Jordanian children were drinking, walking on stairs, eating a sandwich, gathering with family and kicking a ball.
A culturally adapted Arabic form of the PACS emerged from this investigation. This is the first step in developing a psychometrically sound assessment tool to evaluate participation of Arabic-speaking preschool children.
本研究旨在描述从《学前活动卡片分类》（PACS）衍生出《阿拉伯语版学前活动卡片分类》（A-PACS）的过程。PACS是一种国际认可的工具，它通过家长访谈以及学龄前儿童参与典型活动的照片来进行评估。
利用有效且与文化相关的测量工具来衡量学龄前儿童在日常活动中的参与度，是职业治疗师评估过程的重要组成部分。鉴于阿拉伯世界职业治疗专业尚新，一个主要障碍是测量工具匮乏，尤其是针对学龄前儿童的工具。
对PACS进行文化适应性调整需要四个阶段的过程：通过焦点小组收集与文化相适应的活动，进行翻译，认知预试验以及使用两轮排序（德尔菲技术）进行验证。在研究的所有阶段接受访谈的照顾者包括115名参与者。他们均从约旦不同地理位置和社会经济水平招募而来，并按年龄和性别进行分层。
A-PACS的最终版本产生了95项活动，其中23项是阿拉伯文化特有的。这些活动被分为自我照顾（17项）、社区移动（16项）、高需求休闲（11项）、低需求休闲（17项）、社交互动（15项）、家务（8项）和教育（11项）。根据A-PACS，约旦儿童最常见的五项活动是喝水、上楼梯、吃三明治、与家人团聚和踢球。
本次调查产生了经过文化适应性调整的阿拉伯语版PACS。这是开发一种心理测量学上合理的评估工具以评估说阿拉伯语的学龄前儿童参与度的第一步。
