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Research question / project object:

Since the introduction of the ICF (-CY), participation has been the yardstick for the successful inclusion of children with disabilities. The environment plays a mediating role in this. If current participation in meaningful life contexts can be recorded, participation-orientated goals and the necessary measures can be developed and evaluated together with parents. The "Young Children's Participation and Environment Measure" (YC-PEM) developed by Khetani, Coster, Law and Bedell is one such participation measurement tool (Khetani et al. 2013). It records the participation of children between the ages of 0 and 5 in important life situations (home, daycare/preschool, community) from the parents' perspective, which are based on the domains of activities and participation of the ICF-CY (Chien 2014). At the same time, the extent to which the environment represents support factors or barriers and which family participation strategies already exist are assessed. To date, however, there is no German-language version of the YC-PEM.

Goal: culturally adapted, German-language version of the YC-PEM.

Question: What linguistic adaptations need to be made in a German translation of the YC-PEM in order to record the participation of 0-5-year-old children in German-speaking countries?

Project data

Project name:Translation YC-PEM
Running time:10/2019 - 12/2020
Project organiser:
Project management:
  • Prof Dr Christina Schulze, occupational therapist M. Sc.
  • Beate Krieger, occupational therapist M. Sc.
Employee:
  • Prof Dr Britta Gebhard, South Westphalia University of Applied Sciences
  • Friedrich Ederer, ISRV
  • Ruth Amann, University Clinic for Paediatric and Adolescent Surgery Graz
Project partners:
Funding amount:
Third-party donors:

Foundation for Occupational Therapy Zurich

Summary of the project

In collaboration with the CanChild developers, the YC-PEM (0-5 years) is harmonised with the already translated and culturally adapted PEM-CY (5-17 years). For the translation and intercultural adaptation, an internationally recognised guideline (Beaton et al. 2000) is combined with cognitive interviews (Willis 2005; Hak et al. 2008) in several rounds. After comparative translations, parents (n~20-30) of children with (n~15-20) and without impairments (n~5-10) from 3 German-speaking countries reflect on their implementation of the assessment. The parent interviews are analysed using deductive content analysis (Hsieh, Shannon 2005). The results are discussed in iterative expert discussions with 9-10 professionals. These are made up of 1-2 parents of a child with an impairment as well as professionals from the fields of occupational therapy, early intervention and special education.

The project is carried out in co-operation with the following institutions and partners:

  • Zurich University of Applied Sciences (ZHAW)
  • CanChild
  • McMaster University Canada
  • South Westphalia University of Applied Sciences, Scientific Centre for Early Childhood Education
  • University Clinic for Paediatric and Adolescent Surgery Graz

Impact of the corona pandemic on research:

Due to the contact restrictions in 2020-2021, the cognitive interviews could only be conducted much later, which means that the project is expected to be completed in 2022.

Contact

Institute:

House 34 - IRSV - a modern low-rise building on our green campus. There are trees in the background.

ISRV - Institute for Social Medicine, Rehabilitation Sciences and Health Services Research

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