View in EDS HTML Full Text PDF Full Text

Developing an ICF-Based School Activity Screening Tool in Korea

Saved in:
Bibliographic Details
Title: Developing an ICF-Based School Activity Screening Tool in Korea
Language: English
Authors: Lee, Sung Ja (ORCID 0000-0001-9411-1091), Kim, Hun Ju (ORCID 0000-0002-0900-5663), Kam, Kyung-Yoon (ORCID 0000-0002-0387-1843)
Source: International Journal of Disability, Development and Education. 2022 69(5):1813-1822.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Test Construction, Screening Tests, Student Needs, Occupational Therapy, Special Education, Students with Disabilities, Special Schools, Skill Development, Educational Needs, Daily Living Skills, Interpersonal Competence, Interpersonal Communication, Learning Activities, Psychomotor Skills
Geographic Terms: South Korea
DOI: 10.1080/1034912X.2020.1808950
ISSN: 1034-912X
1465-346X
Abstract: This study aimed to develop a school activity screening tool based on the International Classification of Functioning, Disability and Health (ICF) using the modified Delphi technique (MDT). To collect information about activities needed in schools, nine occupational therapy personnel, five scholars, and six teachers and inspectors participated in the study. Participants were recruited through educational institutions in each city and province and the Korean Society of Occupational Therapy for Child and School. The survey questionnaire comprised six items on participants' characteristics (i.e. sex, age, location in Korea, duration of employment, type of school or institution, and educational level of subjects for occupational therapy) and 153 items in five categories for screening of school activities. Three rounds of MDT were conducted. The data were analysed to compute the mean for each item, and the final items were selected based on the item fit. After three rounds of MDT, 61 items were deleted, 14 from education, 16 from mobility, five from self-care/activities of daily living (ADL), 20 from interpersonal interactions and relationships, and five from communication. This resulted in a final 92 items, which were used to develop the ICF-based school activity screening tool.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1363399
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGF5jL77XKcwBfWXcH_5t3VAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDHZdkAE6YTepekNh9gIBEICBm5cn3jY8hKKq6ieTH070vA4jG2MNsOhAWDncWbHKxxa-ovOMu9_AOQo4j2DzNnbJIf4fs9zV07UNZ3YY_nF0Xt0BQumueJ-oV050twgrvHhBnqNE9uVMVllFW2gjONu2SLkD0er0XYszDUbpab8KqK6n9IOIoHcAR5WUQXqCl_oNxgQTfS0Fv33adHmLM4Vw0U2apjKKJQJKS4cO
Text:
  Availability: 1
  Value: <anid>AN0158427524;54q01sep.22;2022Aug11.06:53;v2.2.500</anid> <title id="AN0158427524-1">Developing an ICF-based School Activity Screening Tool in Korea </title> <p>This study aimed to develop a school activity screening tool based on the International Classification of Functioning, Disability and Health (ICF) using the modified Delphi technique (MDT). To collect information about activities needed in schools, nine occupational therapy personnel, five scholars, and six teachers and inspectors participated in the study. Participants were recruited through educational institutions in each city and province and the Korean Society of Occupational Therapy for Child and School. The survey questionnaire comprised six items on participants' characteristics (i.e. sex, age, location in Korea, duration of employment, type of school or institution, and educational level of subjects for occupational therapy) and 153 items in five categories for screening of school activities. Three rounds of MDT were conducted. The data were analysed to compute the mean for each item, and the final items were selected based on the item fit. After three rounds of MDT, 61 items were deleted, 14 from education, 16 from mobility, five from self-care/activities of daily living (ADL), 20 from interpersonal interactions and relationships, and five from communication. This resulted in a final 92 items, which were used to develop the ICF-based school activity screening tool.</p> <p>Keywords: ICF; Korean special education; school activities; school occupational therapy; screening evaluation tool; special education needs; special education services; special school</p> <hd id="AN0158427524-2">Introduction</hd> <p>School-based occupational therapists (School-based OTs) observe the diverse characteristics and needs of children with special education needs in an educational setting and intervene to support these children so that they can perform at their maximum capacity in an integrated space (American Occupational Therapy Association [AOTA], [<reflink idref="bib1" id="ref1">1</reflink>]). According to the Individuals with Disabilities Education Act ([IDEA], [<reflink idref="bib14" id="ref2">14</reflink>]) of the United States, the purpose of evaluating children with special education needs is to check for the presence of disability and collect information needed for educational decision-making. Comprehensive and individual assessment of children with special education needs is performed to determine students' eligibility for special education and related services (Clark & Coster, [<reflink idref="bib7" id="ref3">7</reflink>]). To select students eligible for therapy, a standardised assessment tool is required to accurately assess children's difficulties in cognition and behaviours, sociality, learning ability, and mobility (Park, Yi, Cho, & Kwon, [<reflink idref="bib26" id="ref4">26</reflink>]). A variety of assessment tools are utilised in the school setting, including the Peabody Development Motor Scales (PDMS), Motor-Free Visual (MVPT), Bruininks–Oseretsky Test of Motor Proficiency (BOTMP), Development Test of Visual-Motor Integration (DTVP), WeeFIM, and sensory profile (Hwang, Davies, Taylor, & Gavin, [<reflink idref="bib13" id="ref5">13</reflink>]; Kim & Min, [<reflink idref="bib17" id="ref6">17</reflink>]; Trombly, [<reflink idref="bib34" id="ref7">34</reflink>]). However, these tools either neglect the factors of school environment or are time-consuming and costly (Moon, [<reflink idref="bib24" id="ref8">24</reflink>]). The School Function Assessment (SFA), which is one of the most widely used assessment tools in schools, can evaluate skills, communication, and performance of various functions (including motor, cognition, emotion, and behaviour); however, it contains too many assessment items and is therefore time-consuming. As the existing assessment tools used in schools have limitations in screening for students eligible for therapy, a screening tool that can simply assess the level of various functional skills relevant to school education, as opposed to evaluating each skill or development in detail, is needed.</p> <p>The Delphi technique is a method of reaching consensus among expert groups about a problem that had not existed in the past (Hasson, Keeney, & McKenna, [<reflink idref="bib11" id="ref9">11</reflink>]). Furthermore, it enables the collection and combination of experts' opinions about issues pertaining to the problem of interest, such as setting research goals and the direction and development of evaluation (Lee, [<reflink idref="bib22" id="ref10">22</reflink>]). The traditional Delphi technique is used to collect and aggregate opinions from many experts to achieve a general sense of consensus (Dalkey & Helmer, [<reflink idref="bib9" id="ref11">9</reflink>]), while the modified Delphi technique (MDT) utilises a structured questionnaire from the beginning, as opposed to the responses being structured by the panel of experts (Park, [<reflink idref="bib27" id="ref12">27</reflink>]).</p> <p>The overall aim of the International Classification of Functioning, Disability and Health (ICF) is to provide a uniform and standardised language and system. Its domains are described from a bodily, individual, and societal perspective with two basic lists: Body Function and Structures; and Activities and Participation (World Health Organisation [WHO], [<reflink idref="bib36" id="ref13">36</reflink>]). ICF terms make communication with experts in relevant fields as well as other fields easier (Haglund & Henriksson, [<reflink idref="bib10" id="ref14">10</reflink>]), and the use of ICF terms is increasing as a process of developing standard terminology (Song et al., [<reflink idref="bib32" id="ref15">32</reflink>]). Thus, this study aims to develop a school activity screening tool that is suitable for application in the present and future generations of students in Korea, that has clear standards, and that can be converted to standard scores by categorising and itemising the tool. To accomplish this, we use MDT based on the ICF to promote the functional performance of children with special education needs in school. In summary, this study develops a standardised, ICF-based school activity screening tool using MDT.</p> <hd id="AN0158427524-3">Methods</hd> <p>To survey the activities needed in schools, 20 experts were recruited through an official letter and email sent to the educational institutions registered with the Education Office of each city and province and the Korean Society of Occupational Therapy for Children and School. They participated in the study after providing consent. The experts comprised relevant personnel (nine school-based OTs in special school/special education centres), relevant scholars (five occupational therapy professors), and teachers and inspectors (six special school teachers and inspectors). The questionnaire for the survey comprised six items on participants' general characteristics (i.e. sex, age, location in Korea, duration of employment, type of school or institution, and educational level of subjects for occupational therapy), Items for screening of school activities were classified into five categories based on the New York City Department of Education school-based occupational therapy and physical therapy practice guide (NYC guide) and the second revision of the Korean version of the ICF. The NYC guide classified the work domains of school-based OTs into classroom responsibilities, functional sensorimotor/environmental interactions, activities of daily living (ADL), and transitioning from school to post-school activities. The Bodily Perspective in the ICF can be interpreted as a physiological system or anatomical structural changes, and the Activities and Participation consists of the concepts of capacity and performance (WHO, [<reflink idref="bib36" id="ref16">36</reflink>]). Therefore, we prepared 153 items for the screening of school activities based on the Activities and Participation domain, which affects participation in daily living, as opposed to the Body Structure and Functional Impairment domains. We classified the tool into five domains: education (formal/informal), mobility, self-care/ADL, social participation (interpersonal interactions and relationships), and social participation (communication), after excluding the domains that are irrelevant to school activity (i.e. family life, major life activities, community life, social life, and civil life).</p> <p>The study period was 18 months from the date of Institutional Review Board approval (28 July 2017). Three rounds of MDT were conducted. The first preliminary items were generated from the first round of MDT, including close-ended and open-ended prompts. The importance of the assessment items was surveyed in the second round of MDT, and the information collected in the first and second rounds was aggregated for each item, averaged, and tested for goodness of fit to finalise the items. During this period, the researcher delivered the surveys in person or via email for three rounds to collect data. The response rate was 100% in the first, second, and third round of the survey, and data obtained from 20 participants were analysed (Table 1).</p> <p>Table 1. Delphi data collected and analysed.</p> <p> <ephtml> <table><thead><tr><td>Data collection</td><td>From 28 July 2017 till 31 January 2019</td></tr></thead><tbody><tr><td>Summary of procedure</td><td>We sent a questionnaire to panel experts with 159 open and closed questions. Next, we designed another survey based on the responses to each round. Then, we completed the third round, which was based on selected items.</td></tr><tr><td>Representativeness of sample</td><td>The Delphi panel experts were chosen based on the following criteria: Practitioners, related scholars and practitioners who work at schools, special schools, or special education support centres irrespective of age.</td></tr><tr><td>Sample size</td><td>We selected 20 experts who agreed to being our Delphi expert participants.</td></tr><tr><td>Anonymity</td><td>All experts were anonymous in relation to one another, but never to the researcher.</td></tr><tr><td>Number of rounds</td><td>Three rounds.</td></tr><tr><td>Contact form</td><td>Official letter and email survey</td></tr><tr><td>Survey type</td><td>Structured open & closed survey</td></tr></tbody></table> </ephtml> </p> <hd id="AN0158427524-4">Results</hd> <p></p> <hd id="AN0158427524-5">Participants' General Characteristics</hd> <p>All 20 participants were female (100%). Their places of work included special education centres (n = 8, 40%), special education in regular schools (n = 6, 30%), colleges (n = 5, 25%), and special schools (n = 1, 5%). The mean age was 33.75 years, with 18 in their thirties (90%) and two in their forties (10%). The region of workplace included Ulsan metropolitan city (n = 14, 70%), Busan metropolitan city (n = 3, 15%), Gyeonggi-do (n = 1, 5%), Jeollanam-do (n = 1, 5%), and Gyeogsangnam-do (n = 1, 5%). Career durations were 5–10 years (n = 15, 75%) and 10 years or longer (n = 5, 25%; Table 2).</p> <p>Table 2. Participants' demographic characteristics (n = 20).</p> <p> <ephtml> <table><thead><tr><td>Variables</td><td>Category</td><td>Frequency (n)</td><td>Percentage (%)</td></tr></thead><tbody><tr><td>Sex</td><td>Male</td><td>0</td><td>0</td></tr><tr><td>Female</td><td>20</td><td>100</td></tr><tr><td>Age</td><td>30s</td><td>18</td><td>90</td></tr><tr><td>40s</td><td>2</td><td>10</td></tr><tr><td>Region</td><td>Ulsan metropolitan city</td><td>14</td><td>70</td></tr><tr><td>Busan metropolitan city</td><td>3</td><td>15</td></tr><tr><td>Gyeonggi-do</td><td>1</td><td>5</td></tr><tr><td>Gyeongsangmam-do</td><td>1</td><td>5</td></tr><tr><td>Jeollanam-do</td><td>1</td><td>5</td></tr><tr><td>Employment period</td><td>5–10 years</td><td>15</td><td>75</td></tr><tr><td>Over 10 years or more</td><td>5</td><td>25</td></tr><tr><td>Employment</td><td>Special education school</td><td>1</td><td>5</td></tr><tr><td>Regular education school special class</td><td>6</td><td>30</td></tr><tr><td>Special education support centre</td><td>8</td><td>40</td></tr><tr><td>University</td><td>5</td><td>25</td></tr><tr><td>Subjects for occupational therapy</td><td>Kindergarten</td><td>1</td><td>5</td></tr><tr><td>Elementary school</td><td>12</td><td>60</td></tr><tr><td>Middle school</td><td>1</td><td>5</td></tr><tr><td>High school</td><td>1</td><td>5</td></tr><tr><td>University</td><td>5</td><td>25</td></tr></tbody></table> </ephtml> </p> <hd id="AN0158427524-6">Modified Delphi Technique</hd> <p>As a result of three rounds of MDT, 92 items were generated for the school activity screening tool, with 18 items for education (formal/informal), 32 items for mobility, 17 items for self-care/ADL, eight items for social participation (interpersonal interactions and relationships), and 17 items for social participation (communication). The response rate was 100% for all three rounds of MDT (Tables 3 and 4).</p> <p>Table 3. Item selection in several phases, distinguished by item reduction.</p> <p> <ephtml> <table><thead><tr><td>Variables</td><td>Generation</td><td>First</td><td>Second</td><td>Third</td></tr><tr><td><italic>Item</italic></td><td>%</td><td><italic>Item</italic></td><td>%</td><td><italic>Item</italic></td><td>%</td><td><italic>Item</italic></td><td>%</td></tr></thead><tbody><tr><td>A. Education</td><td>32</td><td>21</td><td>22</td><td>21</td><td>20</td><td>20</td><td>18</td><td>20</td></tr><tr><td>B. Mobility/performance skills</td><td>48</td><td>32</td><td>42</td><td>39</td><td>37</td><td>38</td><td>32</td><td>35</td></tr><tr><td>C. Self-care/ADL</td><td>22</td><td>14</td><td>17</td><td>16</td><td>17</td><td>17</td><td>17</td><td>18</td></tr><tr><td>D. Social participation (interpersonal interactions and relationships)</td><td>28</td><td>18</td><td>8</td><td>7</td><td>8</td><td>8</td><td>8</td><td>9</td></tr><tr><td>E. Social participation (communication)</td><td>23</td><td>15</td><td>19</td><td>17</td><td>17</td><td>17</td><td>17</td><td>18</td></tr><tr><td><bold>Total</bold></td><td>153</td><td>100</td><td>108</td><td>100</td><td>99</td><td>100</td><td>92</td><td>100</td></tr></tbody></table> </ephtml> </p> <p>Table 4. The resulting screening tool for school activity category.</p> <p> <ephtml> <table><thead><tr><td>Category</td><td>Education</td><td>Mobility</td><td>Self-care/ADL</td><td>Social participation (Interpersonal interactions and relationships)</td><td>Social participation (Communication)</td></tr></thead><tbody><tr><td>Area</td><td>Basic learning</td><td>Changing and maintaining body position</td><td>Self-care</td><td>General interpersonal interactions</td><td>Communicating-receiving</td></tr><tr><td>Item</td><td><list list-type="Bullet"><list-item><p>Copying</p></list-item><list-item><p>Rehearsing</p></list-item><list-item><p>Acquiring concepts (2)</p></list-item><list-item><p>Learning to read</p></list-item><list-item><p>Learning to write</p></list-item><list-item><p>Acquiring skills (2)</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Changing basic body position (5)</p></list-item><list-item><p>Maintaining a body position (4)</p></list-item><list-item><p>Transferring oneself (2)</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Washing oneself (3)</p></list-item><list-item><p>Caring for body parts (3)</p></list-item><list-item><p>Toileting (3)</p></list-item><list-item><p>Dressing (5)</p></list-item><list-item><p>Eating</p></list-item><list-item><p>Drinking</p></list-item><list-item><p>Looking after one's health</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Basic interpersonal interactions (3)</p></list-item><list-item><p>Complex interpersonal interactions (3)</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Communicating with receiving – spoken messages</p></list-item><list-item><p>Communicating with receiving nonverbal-messages (3)</p></list-item><list-item><p>Communicating with receiving-written messages</p></list-item></list></td></tr><tr><td>Area</td><td>Applying knowledge</td><td>Walking and moving</td><td /><td>Particular interpersonal relationships</td><td>Communicating-producing</td></tr><tr><td>Item</td><td><list list-type="Bullet"><list-item><p>Focusing attention</p></list-item><list-item><p>Thinking</p></list-item><list-item><p>Reading</p></list-item><list-item><p>Writing (3)</p></list-item><list-item><p>Solving problems</p></list-item><list-item><p>Making decisions</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Walking (4)</p></list-item><list-item><p>Moving around (3)</p></list-item><list-item><p>Moving around in a different location (3)</p></list-item></list></td><td /><td><list list-type="Bullet"><list-item><p>Family relationships (2)</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Speaking</p></list-item><list-item><p>Producing nonverbal message (3)</p></list-item><list-item><p>Writing messages</p></list-item></list></td></tr><tr><td>Area</td><td>General tasks and demands</td><td>Moving around using transportation</td><td /><td /><td>Conversation and use of communication devices and techniques</td></tr><tr><td>Item</td><td><list list-type="Bullet"><list-item><p>Undertaking a single task</p></list-item><list-item><p>Carrying out daily routine</p></list-item><list-item><p>Handling stress and other psychological demands</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Using transportation</p></list-item><list-item><p>Lifting and carrying objects (4)</p></list-item><list-item><p>Find hand use (4)</p></list-item><list-item><p>Hand and arm use (6)</p></list-item></list></td><td /><td /><td><list list-type="Bullet"><list-item><p>Conversation (5)</p></list-item><list-item><p>Using communication device and techniques (3)</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <p>1 (): Number of sub-items under the corresponding item.</p> <hd id="AN0158427524-7">Round One</hd> <p>The first round of MDT survey was conducted with 153 items preselected for the school activity screening tool. Based on the results of the first round, items with a content validity ratio (CVR) of.42 or below (Lawshe, [<reflink idref="bib20" id="ref17">20</reflink>]) were deleted. A total of 45 items were removed: 10 items from education (formal/informal), six items from mobility, five items from self-care/ADL, 20 items from social participation (interpersonal interactions and relationships), and four items from social participation (communication).</p> <hd id="AN0158427524-8">Round Two</hd> <p>In the second round of MDT, a total of nine items were removed: two items from education (formal/informal), five items from mobility, and two items from social participation (communication).</p> <hd id="AN0158427524-9">Round Three</hd> <p>In the third round of MDT, seven items were removed: two items from education (formal/informal) and five items from mobility. Based on these results, the Korean school activity screening tool was finalised to 92 items. The selected final items are shown below.</p> <hd id="AN0158427524-10">Discussion</hd> <p>To date, discussion pertinent to school-based occupational therapy has focused on the present state of school occupational therapy and intervention methods, with relative neglect of policies to support occupational therapy in schools in Korea and methods and roles to implement and stabilise various systems. This is due to not only the shortage of OTs in schools but also the lack of diverse studies in the school setting.</p> <p>According to the Act on Special Education for Persons with Disabilities, etc., special education-related services, such as therapy support, family counselling and support, assistant personnel support, various teaching materials and tools support, assistive technology device support, and learning aid device support, can be provided to children with special education needs for more efficient education (Act on Special Education for Persons with Disabilities, etc., [<reflink idref="bib33" id="ref18">33</reflink>]). The provision of special education-related services is determined through the diagnostic evaluation of relevant experts in each area, considering the degree of disability and characteristics of the special education subjects (Korean Ministry of Education, [<reflink idref="bib19" id="ref19">19</reflink>]). However, the evaluation tools for providing special education-related services to children in need to special education in Korea differed from one institution to another, and a clear standard has not been implemented as of yet.</p> <p>According to the IDEA, an Individualised Education Program (IEP) team comprises parents, teachers, special education teachers, and relevant service professionals, and it collects students' basic and relevant information to check for the presence of disability and to determine educational needs. The IEP is determined based on experts' discussion on whether a student with disability is capable of undergoing education in the regular curriculum and participating in school activities. To contribute towards effective communication with relevant experts, the present study aimed to develop a school activity screening tool composed of items based on the ICF, which proposes standardised terminology.</p> <p>The SFA is useful as a tool in the field of school to support the work required to perform assignments or to assess the participation of work (Clark & Coster, [<reflink idref="bib7" id="ref20">7</reflink>]). However, as it comprises more than 300 items, it is difficult to use as a tool for screening the initial therapy support. Although part I and II can be used as screening tests, the assessment tool developed in prior studies cannot be applied in Korea without modification (Custers, Hoijtink, van der Net, & Helders, [<reflink idref="bib8" id="ref21">8</reflink>]; Kim et al., [<reflink idref="bib18" id="ref22">18</reflink>]), because items of the SFA that assess the support for task performance or occupational participation (Clark & Coster, [<reflink idref="bib7" id="ref23">7</reflink>]) are related to the unique cultural, language, environmental, and regional features of the relevant country. For instance, regarding the opening and closing of classroom doors, the SFA involves a push/pull system of doors, while classroom doors in Korea are often opened and closed sideways. When eating food or snacks, students in other countries often use a fork, while those in Korea use a spoon and chopsticks. Writing tasks also differ due to the difference in the English alphabet and the Korean alphabet, and several activities including various social customs and game rules also differ from those in Korea. Therefore, it is necessary to develop a sorting tool suitable for the Korean school environment.</p> <p>In contrast with previous tools, the assessment tool developed in this study, which includes the items required by the school, consists of 92 items; this is a 70% reduction, compared to the SFA that consists of more than 300 items.</p> <p>Children eligible for therapy have both physical and emotional difficulties and find it challenging to follow instructions, complete written work, communicate, participate in group activities, and control their behaviours (Prior, [<reflink idref="bib28" id="ref24">28</reflink>]). Among the types of occupational therapy services provided in the school environment, ADL training (Kim, Oh, Kim, & Lee, [<reflink idref="bib16" id="ref25">16</reflink>]), physical function improvement (Woo & Kim, [<reflink idref="bib35" id="ref26">35</reflink>]), and sensory processing performance (Yoo & Lee, [<reflink idref="bib37" id="ref27">37</reflink>]) are used by school-based OTs for children with physical difficulties. The types of services provided by school-based OTs to children with emotional difficulties include handwriting, fine motor control-dexterity, attention span, organisational skills, managing transitions, interpersonal skills, social conduct, and motor control and these were used in more than 50% of the cases (Barnes, Beck, Vogel, Grice, & Murphy, [<reflink idref="bib3" id="ref28">3</reflink>]; Jung, [<reflink idref="bib15" id="ref29">15</reflink>]). School-based OTs select the areas and methods of intervention needed to support special education children in properly engaging and lacking school activities. An existing study for the scope of occupational therapy intervention and methods also reported that interventions were predominantly pertinent to writing and fine motor skills (68.8%), followed by interactions, diet, school life, and experiencing new culture (Jung, [<reflink idref="bib15" id="ref30">15</reflink>]). Although various interventions have been proposed, most are intended for children with no special needs or preschool children (Jung, [<reflink idref="bib15" id="ref31">15</reflink>]), and few studies have been conducted for special education children. Therefore, it is important to provide effective intervention methods to children in need of special education.</p> <p>In the present study, we classified the items into five categories based on the NYC guide and the second revision of the Korean ICF. Among items in the five categories, ones investigated in previous studies were as follows: Reading and Writing (Bazyk et al., [<reflink idref="bib4" id="ref32">4</reflink>]; Case-Smith, [<reflink idref="bib6" id="ref33">6</reflink>]; Ratzon, Efraim, & Bart, [<reflink idref="bib29" id="ref34">29</reflink>]), Focusing Attention (Howe, Roston, Sheu, & Hinojosa, [<reflink idref="bib12" id="ref35">12</reflink>]), Fine Hand Use (Ratzon et al., [<reflink idref="bib29" id="ref36">29</reflink>]; Reid, Chiu, Sinclair, Wehrmann, & Naseer, [<reflink idref="bib30" id="ref37">30</reflink>]), Eating and Drinking (Munguba, Valdes, & da Silva, [<reflink idref="bib25" id="ref38">25</reflink>]), and Interpersonal Interactions (Bundy et al., [<reflink idref="bib5" id="ref39">5</reflink>]; Sams, Fortney, & Willenbring, [<reflink idref="bib31" id="ref40">31</reflink>]).</p> <p>In particular, five items were reduced in the self-care/ADL domain, in comparison to the first Delphi survey in this study, which is a remarkable aspect. The self-care/ADL domain is essential to enhance children's participation and access to the regular educational curriculum, and it plays an important role in sharing various experiences (Medrich, Roizen, Rubin, & Buckley, [<reflink idref="bib23" id="ref41">23</reflink>]). Despite reports suggesting that schools are an important environment that contributes to children's intellectual, social, and emotional development and that the ability to adjust to school life has an impact on the child's growth and social adjustment as an adult (Bagwell, Newcomb, & Bukowski, [<reflink idref="bib2" id="ref42">2</reflink>]), 20 items (70%) in the social participation (interpersonal interactions and relationships) domain were deleted in our study. This reflects the school environment for therapy in Korea, where therapy is generally provided in a separate designated classroom or occupational therapy room, despite the need to observe and intervene in the child's activities in the integrated school setting to promote appropriate participation in school life to meet the educational needs of these children according to their characteristics (Lee, Jung, & Lee, [<reflink idref="bib21" id="ref43">21</reflink>]). Deleted items may be added when therapy support is complemented with an environment that can be achieved in a real classroom setting.</p> <p>One limitation of this study is that the developed school activity screening tool needs to be validated for clinical usefulness by comparing it with prior tools with established reliability and validity. Despite difficulty in recruiting a panel of experts in the school setting and the inadequacy of existing literature, this study is significant as it developed a screening tool for school activities by identifying essential school activities to screen children in need of school-based occupational therapy, furthermore, the tool would be useful as an objective method of screening eligible subjects.</p> <p>The comprehensive evaluation of students with disabilities is difficult. However, consistency among multiple studies and situations can be guaranteed by using the standardised term ICF as a basic framework to facilitate the intervention of relevant experts to determine the educational needs of children with special needs. In addition, to provide optimal school-based occupational therapy services in the school environment, it is necessary to analyse various factors that facilitate cooperation with school occupational therapists and other experts, to facilitate the participation of students with disabilities, and to continuously conduct research in multiple directions.</p> <hd id="AN0158427524-11">Conclusion</hd> <p>This study developed an ICF-based school activity screening tool to lay the foundation for an effective school-based occupational therapy system by collecting opinions from a panel of experts comprising school-based OTs, relevant scholars, and relevant teachers and inspectors. Future studies should test the application of this tool in school settings in Korea, to observe if OTs find it effective. In addition, further studies are needed to analyse various factors that may promote collaboration between school-based OTs and other professionals and to ensure provision of the optimal occupational therapy service in the school setting. The ultimate aim is to facilitate participation of students with disability.</p> <hd id="AN0158427524-12">Disclosure Statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <ref id="AN0158427524-13"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> American Occupational Therapy Association. (2002). Occupational therapy practice framework: Domain and process. Berhesda, MD : AOTA Press.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref42" type="bt">2</bibl> <bibtext> Bagwell, C. L., Newcomb, A. F., & Bukowski, W. M. (1998). Preadolescent friendship and peer rejection as predictors of adult adjustment. Child Development, 69 (1), 140 – 153.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref28" type="bt">3</bibl> <bibtext> Barnes, K. J., Beck, A. J., Vogel, K. A., Grice, K. O., & Murphy, D. (2003). Perceptions regarding school-based occupational therapy for children with emotional disturbances. American Journal of Occupational Therapy, 57 (3), 337 – 341.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref32" type="bt">4</bibl> <bibtext> Bazyk, S., Michaud, P., Goodman, G., Papp, P., Hawkins, E., & Welch, M. A. (2009). Integrating occupational therapy services in a kindergarten curriculum: A look at the outcomes. American Journal of Occupational Therapy, 63 (2), 160 – 171.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref39" type="bt">5</bibl> <bibtext> Bundy, A. C., Luckett, T., Naughton, G. A., Tranter, P. J., Wyver, S. R., Ragen, J., ... Spies, G. (2008). Playful interaction: Occupational therapy for all children on the school playground. American Journal of Occupational Therapy, 62 (5), 522 – 527.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref33" type="bt">6</bibl> <bibtext> Case-Smith, J. (2002). Effectiveness of school-based occupational therapy intervention on handwriting. American Journal of Occupational Therapy, 56 (1), 17 – 25.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref3" type="bt">7</bibl> <bibtext> Clark, D., & Coster, W. (1998). Evaluation/problem solving and programme evaluation. In J. Case-Smith (Ed.), Occupational therapy: Making a difference in school system practice (pp. 2 – 46). Bethesda, MD : American Occupational Therapy Association.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref21" type="bt">8</bibl> <bibtext> Custers, J. W., Hoijtink, H., van der Net, J., & Helders, P. J. (2000). Cultural differences in functional status measurement: Analyses of person fit to according to Rasch Model. Quality of Life Research, 9 (5), 571 – 578.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref11" type="bt">9</bibl> <bibtext> Dalkey, N., & Helmer, O. (1963). An experimental application of the DELPHI method to the use of experts. Management Science, 9 (3), 458 – 467.</bibtext> </blist> <blist> <bibtext> Haglund, L., & Henriksson, C. (2003). Concepts in occupational therapy in relation to the ICF. Occupational Therapy International, 10 (4), 253 – 268.</bibtext> </blist> <blist> <bibtext> Hasson, F., Keeney, S., & McKenna, H. (2000). Research guidelines for the Delphi survey technique. Journal of Advanced Nursing, 32 (4), 1008 – 1015.</bibtext> </blist> <blist> <bibtext> Howe, T. H., Roston, K. L., Sheu, C. F., & Hinojosa, J. (2013). Assessing handwriting intervention effectiveness in elementary school students: A two-group controlled study. American Journal of Occupational Therapy, 67 (1), 19 – 27.</bibtext> </blist> <blist> <bibtext> Hwang, J., Davies, P. L., Taylor, M. P., & Gavin, W. J. (2002). Validation of school function assessment with elementary school children. Occupational Therapy Journal of Research, 22 (2), 48 – 58.</bibtext> </blist> <blist> <bibtext> Individuals with Disabilities Education Act Final Regulations (IDEA). (1999). 34 C. F. R. § 300 & § 303.</bibtext> </blist> <blist> <bibtext> Jung, N. H. (2014). A systematic review on effects of school-based occupational therapy. The Journal of Korean Academy of Sensory Integration, 12 (1), 25 – 38.</bibtext> </blist> <blist> <bibtext> Kim, J. J., Oh, M. H., Kim, G. Y., & Lee, J. S. (2008). Ability to perform daily routines and quality of life of handicapped students. Korean Journal of Occupational Therapy, 16 (2), 15 – 26.</bibtext> </blist> <blist> <bibtext> Kim, S. Y., & Min, Y. S. (2016). Literature review of Korean occupational therapy research for children and youth regarding the international classification of functioning: Focusing on the Korean society of occupational therapy. Korean Journal of Occupational Therapy, 24 (4), 161 – 174.</bibtext> </blist> <blist> <bibtext> Kim, S. Y., Yoo, E. Y., Jung, M. Y., Park, S. H., Lee, J. S., & Lee, J. Y. (2013). Development of activity participation assessment for school-age children. Korean Journal of Occupational Therapy, 21 (2), 13 – 23.</bibtext> </blist> <blist> <bibtext> Korean Ministry of Education. (2015). The 2015 special education operation plan. Sejeong : Republic of Korea.</bibtext> </blist> <blist> <bibtext> Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28 (4), 563 – 575.</bibtext> </blist> <blist> <bibtext> Lee, D. B., Jung, B. K., & Lee, Y. S. (2007). On the status of school occupational therapy country by country. Korea : Korean Association of Occupational Therapists.</bibtext> </blist> <blist> <bibtext> Lee, J. S. (2004). Statistical methods. Seoul, Korea : Pakyoungsa.</bibtext> </blist> <blist> <bibtext> Medrich, E. A., Roizen, J. A., Rubin, V., & Buckley, S. (1982). The serious business of growing up: A study of children's lives outside school. Berkeley : University of California.</bibtext> </blist> <blist> <bibtext> Moon, H. O. (2003). A study on the reliability and availability of ASQ as an evaluation tool for infant development [ Unpublished master's thesis ]. Wanju : University of Woosuk.</bibtext> </blist> <blist> <bibtext> Munguba, M. C., Valdes, M. T., & da Silva, C. A. (2008). The application of an occupational therapy nutrition education programme for children who are obese. Occupational Therapy International, 15 (1), 56 – 70.</bibtext> </blist> <blist> <bibtext> Park, H. J., Yi, C. H., Cho, S. H., & Kwon, H. C. (2000). Physical therapist's understanding and the usage of assessment tools for children with delayed development and cerebral palsy. Korean Research Society of Physical Therapy, 7 (1), 2 – 21.</bibtext> </blist> <blist> <bibtext> Park, H. Y. (2007). Developing a measurement scale of service quality for dance company. Seoul : Sookmyung Women's University.</bibtext> </blist> <blist> <bibtext> Prior, K. (2001). Occupational therapy with school-aged children. In L. Lougher (Ed.), Occupational therapy for child and adolescent mental health (pp. 132 – 150). New York : Churchill Livingstone.</bibtext> </blist> <blist> <bibtext> Ratzon, N. Z., Efraim, D., & Bart, O. (2007). A short-term graphomotor program for improving writing readiness skills of first-grade students. American Journal of Occupational Therapy, 61 (4), 399 – 405.</bibtext> </blist> <blist> <bibtext> Reid, D., Chiu, T., Sinclair, G., Wehrmann, S., & Naseer, Z. (2006). Outcomes of an occupational therapy school-based consultation service for students with fine motor difficulties. Canadian Journal of Occupational Therapy, 73 (4), 215 – 224.</bibtext> </blist> <blist> <bibtext> Sams, M. J., Fortney, E. V., & Willenbring, S. (2006). Occupational therapy incorporating animals for children with autism: A pilot investigation. American Journal of Occupational Therapy, 60 (3), 268 – 274.</bibtext> </blist> <blist> <bibtext> Song, Y. J., Woo, H. S., Lee, H. S., Lee, M. Y., Kwon, Y. Y., & Cha, Y. J. (2016). A study on standard terminology for occupational therapy documentations focusing on Korean-type medical institutions. Korean Journal of Occupational Therapy, 24 (2), 111 – 124.</bibtext> </blist> <blist> <bibtext> Special Education Act for Individuals with Disabilities and Others (2008). Article 22–28. National Legal Information Centre. <ulink href="http://www.law.go.kr/engLsSc.do?menuld=0&subMenu=5&query=%ED%8A%B9%EC%88%98%EA%B5%90%EC%9C%A1%EB%B2%95#liBgcolor0">http://www.law.go.kr/engLsSc.do?menuld=0&subMenu=5&query=%ED%8A%B9%EC%88%98%EA%B5%90%EC%9C%A1%EB%B2%95#liBgcolor0</ulink></bibtext> </blist> <blist> <bibtext> Trombly, C. (1993). Anticipating the future: Assessment of occupational function. American Journal of Occupational Therapy, 47 (3), 253 – 257.</bibtext> </blist> <blist> <bibtext> Woo, J. H., & Kim, J. R. (2016). Intervention for improving physical function of children and adolescents with impaired health: A systematic review. Korean Journal of Occupational Therapy, 24 (1), 53 – 63.</bibtext> </blist> <blist> <bibtext> World Health Organization. (2001). International classification of functioning, disability, and health. ICF : Author.</bibtext> </blist> <blist> <bibtext> Yoo, E. Y., & Lee, J. Y. (2003). A comparison of sensory processing performance of children with and without cerebral palsy. Korean Journal of Occupational Therapy, 11 (2), 77 – 86.</bibtext> </blist> </ref> <aug> <p>By Sung Ja Lee; Hun Ju Kim and Kyung-Yoon Kam</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib14" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib26" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib13" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib17" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib34" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib24" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib11" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib22" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib27" firstref="ref12"></nolink> <nolink nlid="nl10" bibid="bib36" firstref="ref13"></nolink> <nolink nlid="nl11" bibid="bib10" firstref="ref14"></nolink> <nolink nlid="nl12" bibid="bib32" firstref="ref15"></nolink> <nolink nlid="nl13" bibid="bib20" firstref="ref17"></nolink> <nolink nlid="nl14" bibid="bib33" firstref="ref18"></nolink> <nolink nlid="nl15" bibid="bib19" firstref="ref19"></nolink> <nolink nlid="nl16" bibid="bib18" firstref="ref22"></nolink> <nolink nlid="nl17" bibid="bib28" firstref="ref24"></nolink> <nolink nlid="nl18" bibid="bib16" firstref="ref25"></nolink> <nolink nlid="nl19" bibid="bib35" firstref="ref26"></nolink> <nolink nlid="nl20" bibid="bib37" firstref="ref27"></nolink> <nolink nlid="nl21" bibid="bib15" firstref="ref29"></nolink> <nolink nlid="nl22" bibid="bib29" firstref="ref34"></nolink> <nolink nlid="nl23" bibid="bib12" firstref="ref35"></nolink> <nolink nlid="nl24" bibid="bib30" firstref="ref37"></nolink> <nolink nlid="nl25" bibid="bib25" firstref="ref38"></nolink> <nolink nlid="nl26" bibid="bib31" firstref="ref40"></nolink> <nolink nlid="nl27" bibid="bib23" firstref="ref41"></nolink> <nolink nlid="nl28" bibid="bib21" firstref="ref43"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1363399
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Developing an ICF-Based School Activity Screening Tool in Korea
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lee%2C+Sung+Ja%22">Lee, Sung Ja</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9411-1091">0000-0001-9411-1091</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kim%2C+Hun+Ju%22">Kim, Hun Ju</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0900-5663">0000-0002-0900-5663</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kam%2C+Kyung-Yoon%22">Kam, Kyung-Yoon</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0387-1843">0000-0002-0387-1843</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Disability%2C+Development+and+Education%22"><i>International Journal of Disability, Development and Education</i></searchLink>. 2022 69(5):1813-1822.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Screening+Tests%22">Screening Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Therapy%22">Occupational Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Schools%22">Special Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Daily+Living+Skills%22">Daily Living Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Psychomotor+Skills%22">Psychomotor Skills</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/1034912X.2020.1808950
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1034-912X<br />1465-346X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aimed to develop a school activity screening tool based on the International Classification of Functioning, Disability and Health (ICF) using the modified Delphi technique (MDT). To collect information about activities needed in schools, nine occupational therapy personnel, five scholars, and six teachers and inspectors participated in the study. Participants were recruited through educational institutions in each city and province and the Korean Society of Occupational Therapy for Child and School. The survey questionnaire comprised six items on participants' characteristics (i.e. sex, age, location in Korea, duration of employment, type of school or institution, and educational level of subjects for occupational therapy) and 153 items in five categories for screening of school activities. Three rounds of MDT were conducted. The data were analysed to compute the mean for each item, and the final items were selected based on the item fit. After three rounds of MDT, 61 items were deleted, 14 from education, 16 from mobility, five from self-care/activities of daily living (ADL), 20 from interpersonal interactions and relationships, and five from communication. This resulted in a final 92 items, which were used to develop the ICF-based school activity screening tool.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1363399
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1363399
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/1034912X.2020.1808950
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 1813
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Test Construction
        Type: general
      – SubjectFull: Screening Tests
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Occupational Therapy
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Special Schools
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Educational Needs
        Type: general
      – SubjectFull: Daily Living Skills
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Psychomotor Skills
        Type: general
      – SubjectFull: South Korea
        Type: general
    Titles:
      – TitleFull: Developing an ICF-Based School Activity Screening Tool in Korea
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lee, Sung Ja
      – PersonEntity:
          Name:
            NameFull: Kim, Hun Ju
      – PersonEntity:
          Name:
            NameFull: Kam, Kyung-Yoon
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 1034-912X
            – Type: issn-electronic
              Value: 1465-346X
          Numbering:
            – Type: volume
              Value: 69
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: International Journal of Disability, Development and Education
              Type: main
ResultId 1