Promoting Community-Based Participation Interventions for Children and Youth with Neurodevelopmental Disorders. : A systematic literature review

University essay from Jönköping University/HLK, CHILD

Abstract: As every person has the right to participate in leisure, recreational and sports activities, children with disabilities have the same right to freely participate in the activities of their preference without restrictions. Community-based interventions aim to promote this right by modifying the whole environment or enhance the already existing onewith appropriate equipment. However, there is a lack of community-based interventions to promote participation in leisure activities for children and youth with neurodevelopmental disorders and physical disabilities. As a consequence, this systematic literature review aims to identify those community-based interventions and point out their characteristics that are described as effective concerning children’s and youth’s attendance, involvement and activity competence. Furthermore, it is crucial to specify whether those activities are based on children’s preferences. After a scholarly search, both quantitative and qualitative studies were evaluated. Six intervention studies were characterized as appropriate to be included in the review providing important information for those interventions approaches. A narrative analysis of the results was based on the Family Participation Related Construct (fPRC) theoretical framework. Results showed that interventions were based on the children’s and youth’s preferences and intervention referred to the environment rather than to the participants themselves. Furthermore, availability, accessibility, adaptability, acceptability and affordability were all considered in the intervention process while the modification or identification of appropriate environment played a vital role in the interventions’ implementation. However, despite the fact that studies aimed to increase participation, some of the used measurements focused on activity competence rather than participation. All the above were critically discussed, giving the incentive for further research implications in the emerged results.

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