Chen Mo, Dutt Anuradha S, Nair Rahul
Office of Education Research, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore.
Psychology, and Child and Human Development, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore.
Heliyon. 2022 Jun 13;8(6):e09698. doi: 10.1016/j.heliyon.2022.e09698. eCollection 2022 Jun.
There seems to be a lack of consensus on the concept and domains of Activities of Daily Living (ADL) measured among children and adolescents with developmental disabilities (DD), despite a significant number of existing measures of ADL and associated constructs, and two prevailing theoretical frameworks (i.e., the cognitive-social-practical framework, and the activity-and-participation framework).
This systematic review (SR) aims to identify articles that systematically reviewed measures of ADL for children and adolescents aged 7-18 years with DD to evaluate the quality of included articles, and describe the measures and domains identified.
and Procedures: Searches were conducted in PubMed®, Academic Search Complete® (EBSCOhost), Education Source Search® (EBSCOhost), ERIC® (EBSCOhost), and PsychInfo® (EBSCOhost). 14,931 articles were identified, and two researchers completed title screening, abstract screening, and full-text screening, with disagreements resolved. Out of these 14,931 articles, fourteen were included, which resulted in a total of 163 ADL measures. Out of the 163 ADL measures, forty-eight met the criteria and were included for analysis. PRISMA and COSMIN checklists were used to appraise the methodological quality of the included articles.
Results indicated that most of the 14 systematic review articles did not provide information on instrument development and content validity of their included measures. Analysis of the identified 48 measures of ADL and its associated constructs revealed heterogeneity in domains covered, although there were seven domains that were most often included.
Implications in terms of practice, research, and policy are further discussed.
尽管存在大量现有的日常生活活动（ADL）测量方法及相关概念，以及两个流行的理论框架（即认知 - 社会 - 实践框架和活动 - 参与框架），但对于发育障碍（DD）儿童和青少年所测量的ADL概念和领域似乎缺乏共识。
本系统评价（SR）旨在识别系统评价7至18岁DD儿童和青少年ADL测量方法的文章，以评估纳入文章的质量，并描述所识别的测量方法和领域。
在PubMed®、学术搜索完整版®（EBSCOhost）、教育资源搜索®（EBSCOhost）、教育资源信息中心®（EBSCOhost）和心理信息®（EBSCOhost）中进行检索。共识别出14,931篇文章，两名研究人员完成了标题筛选、摘要筛选和全文筛选，分歧得以解决。在这14,931篇文章中，有14篇被纳入，共产生163种ADL测量方法。在这163种ADL测量方法中，48种符合标准并被纳入分析。采用PRISMA和COSMIN清单评估纳入文章的方法学质量。
结果表明，14篇系统评价文章中的大多数没有提供关于其纳入测量方法的工具开发和内容效度的信息。对所识别的48种ADL及其相关概念的测量方法进行分析，发现所涵盖的领域存在异质性，尽管有七个领域最常被纳入。
进一步讨论了在实践、研究和政策方面的启示。
