Advantages of an ICF-Based Approach in School Reintegration of Pediatric Brain Tumor Patients: The School Participation Scales (S-PS-24/7) — Oak Academic Publishing
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Advantages of an ICF-Based Approach in School Reintegration of Pediatric Brain Tumor Patients: The School Participation Scales (S-PS-24/7)
Department of Pediatrics and Adolescent Medicine, Medical University of Vienna, Vienna, Austria
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Faculty of Psychology, University of Vienna, Vienna, Austria.
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Faculty of Psychology, University of Vienna, Vienna, Austria
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Department of Pediatrics and Adolescent Medicine, Medical University of Vienna, Vienna, Austria
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Department of Pediatrics and Adolescent Medicine, Medical University of Vienna, Vienna, Austria
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Department of Pediatrics and Adolescent Medicine, Medical University of Vienna, Vienna, Austria
1 Department of Pediatrics and Adolescent Medicine, Medical University of Vienna, Vienna, Austria
2 Faculty of Psychology, University of Vienna, Vienna, Austria.
3 Faculty of Psychology, University of Vienna, Vienna, Austria
4 Department of Pediatrics and Adolescent Medicine, Medical University of Vienna, Vienna, Austria
5 Department of Pediatrics and Adolescent Medicine, Medical University of Vienna, Vienna, Austria
6 Department of Pediatrics and Adolescent Medicine, Medical University of Vienna, Vienna, Austria
Survivors of pediatric central nervous system (CNS) cancer are at risk for long term sequelae concerning school par ticipation. Therefore, the purpose of the study was to develop and evaluate a school-participation questionnaire for pa tients and parents based on the International Classification of Functioning, Disability and Health (ICF). The items of the School Participation Scales-24/7 (S-PS-24/7) meet different functions, activities and participation aspects, as well as environmental factors listed in the ICF, using everyday language. The study sample consisted of 48 pediatric brain tu mor patients and their parents. Reliability scores for the S-PS-24/7 components were acceptable or high. For investigat ing validity, items were correlated with data from a neurocognitive assessment battery with promising results. This ap proach enables a description of educational outcome on a functional level instead of using global measures. This facili tates counseling of patients, parents and teachers with respect to academic achievement and specific intervention pro grams.
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