Does thinking and doing the same thing amount to involved participation? Empirical explorations for finding a measure of intensity for a third ICF-CY qualifier.
BACKGROUND
Participation as involvement in a situation includes two dimensions; doing the activity and the experience of involvement.


OBJECTIVE
The ICF-CY only measures doing using the capacity and performance qualifiers, a dimension measuring the experience is needed; a third qualifier.


OBJECTIVE
The experienced involvement of pupils in school activities is higher when thinking and doing coincided.


METHODS
By comparing self-reported experiences of involvement of children, data about what children were thinking and doing during activities were gathered from 21 children with and 19 without disabilities in inclusive classrooms.


RESULTS
A relationship exists between an index of the subjective experience of involvement and whether children were thinking and doing the same things.


CONCLUSIONS
This index can be constructed using measures of concentration, control, involvement, and motivation. Choice is influential, as knowledge about why an activity is undertaken affects involvement. Additionally, increased subjective experience of involvement gives better psychological health and well-being.
CHILD, School of Education and Communication, Jönköping University, Sweden. gregor.maxwell@hlk.hj.se
Gregor
G
Maxwell
Lilly
L
Augustine
Mats
M
Granlund
D000203:Activities of Daily Living / Q000523:psychology*; D000293:Adolescent; D004185:Disability Evaluation; D019988:Children with Disabilities / Q000523:psychology* / Q000534:rehabilitation; D005260:Female; D006801:Humans; D008297:Male; D009042:Motivation; D057566:Self Report; D012919:Social Behavior; D058992:Social Participation; D011795:Surveys and Questionnaires