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The 130th Annual Meeting of APHA |
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The 130th Annual Meeting of APHA |
Rune Simeonsson, PhD, Department of School Psychology, University of North Carolina, Chapel Hill, FPG Child Development, Chapel Hill, NC 27599, Anita A. Scarborough, PhD, Frank Porter Graham Child Development Institute, University of North Carolina, CB 8185, Chapel Hill, NC 27599-8185, Kathleen M. Hebbeler, PhD, Center for Education and Human Services, SRI International, 333 Ravenswood Avenue, Menlo Park, CA 94025, and Scott Campbell Brown, PhD, Office of Special Education Programs, Research to Practice Division, U.S. Department of Education, Office of Special Education and Rehabilitative Services, Mary E. Switzer Building Room 3522, 400 Maryland Avenue Southwest, Washington, DC 20202-2641, 202-205-8117, rune_simeonsson@unc.edu.
Documenting the incidence and prevalence of childhood disability has been complicated by variability of definitions and measurement tools. A common terminology and classification is needed to enhance international initiatives to document the nature and extent of childhood disability. This presentation will describe the complementary application of the International Classification of Disease (ICD-10) and the International Classification of Functioning Disability and Health-ICF (WHO, 2001) to classify health related dimensions of disability in children. Data from an ongoing population based study of young children receiving early intervention services will be used to illustrate the combined use of these classifications to describe a population whose characteristics are not well known. Specifically the study set about to describe the nature of the medical conditions, impairments, and functional limitations of very young children. Data on the reasons why infants and toddlers from birth to 31 months age eligible for services was collected from service providers. A telephone interview of 3,338 caregivers provided additional information on the child's functioning and reasons for early intervention service. A categorization system was devised to classify the 7000 different terms used to describe why children were eligible for early intervention based on diagnostic as well as functional data. The results demonstrated that the combined use of the ICD and the ICF have utility for classifying manifestations of disability in children across the dimensions of body functions and structures, performance of activities and participation and their environmental context. The implications of this approach for surveillance, clinical documentation and research will be identified.
Learning Objectives:
Keywords: Disability, Children With Special Needs
Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.