Problem solving in relation to resources in everyday life in families of children with disabilities: a pilot study.

Problem solving is recognized as a skill, helping families of children with disabilities to manage problems in everyday life. Family problem-solving skills may therefore be seen as an important outcome of a child and youth habilitation service. The aim of this pilot feasibility study was to examine the design of a future web-based questionnaire study focusing on problem-solving patterns in relation to resources in families of children with disabilities.

AAC interventions for children in a family environment: implementing evidence in practice.

Interventions that focus on implementing augmentative and alternative communication (AAC) strategies and methods have been available to children in need of AAC and their families for at least 30 years. To date, most of the research that has considered AAC in family settings has been focused on gathering evidence of the effects of AAC interventions, rather than on implementing evidence-based strategies in everyday practice to improve outcomes. The purpose of this article is to discuss the research that has focused on parents as AAC interventionists, the family as a context for AAC intervention, and the effects of AAC interventions on children and other family members.

Utility of International Classification of Functioning, Disability and Health's participation dimension in assigning ICF codes to items from extant rating instruments.

Objectives: Firstly to investigate the utility of the International Classification of Functioning, Disability and Health's (ICF's) participation dimension when items from extant questionnaires focusing on participation were assigned to ICF codes on an item-by-item basis; and, secondly, to conduct a preliminary investigation of the theoretical assumption expressed in ICF that ICF's environment component interacts with body function and participation components.

Design: A person-based, descriptive study.

Subjects: The sample comprised students with disabilities (n = 448), their parents/relatives (n = 414), their teachers/managers (n = 418) and special education consultants (n = 110).