The activities and participation of adolescents with autism spectrum disorders in Singapore: findings from an ICF-based instrument.
An ICF-based student interview can reveal where teens with autism feel left out, giving you socially valid goals.
01Research in Context
What this study did
A team in Singapore used a new ICF-based tool called the APRS.
They asked adolescents with autism who attended special schools about everyday activities.
The goal was to map where kids felt strong and where they felt left out.
What they found
The study gave a clear picture of participation gaps.
No numbers were reported, but the tool showed promise for tracking needs.
It was the first Asian look at autism teens using this world-health format.
How this fits with other research
Hume et al. (2018) later built a multi-informant checklist for the same age group.
Their work extends Poon (2011) by adding parent and teacher views, not just student.
Golubović et al. (2013) found only moderate agreement between teens with ID and parents on quality-of-life ratings.
This supports the need for more than one voice, echoing K’s call for fuller tools.
Chen et al. (2013) tested a preschool version of an ICF participation measure in cerebral palsy.
Their positive clinimetric results hint that K’s teen tool could also detect real change if tried before and after support.
Why it matters
You now have a ready-made interview that asks teens where they feel sidelined.
Use it during assessment to pick goals that matter to the student, not just to adults.
Pair it with parent and teacher forms from Hume et al. (2018) to spot the biggest gaps.
Tracking these views yearly can show whether your intervention is truly widening the teen’s world.
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02At a glance
03Original abstract
BACKGROUND: This study sought to describe the activities and participation of adolescents with autism spectrum disorders (ASD) in Singapore and to examine the suitability of the Activity and Participation component of the International Classification of Functioning, Disability and Health for achieving this purpose. This information may guide the development of intervention programmes for adolescents and adults as well as the provision of a means to document meaningful outcomes. METHODS: Parents of 20 adolescents with ASD attending special schools in Singapore were interviewed using the Vineland Adaptive Behavioural Scales - Second Edition and the Activities and Participation Rating Scale (APRS), which was developed for this study. RESULTS: The adolescents with ASD were rated to have more difficulties with participation than with the engagement of activities. Individual domain analyses indicate no difficulties with mobility and mild difficulties with self-care. The performance of general tasks and demands were rated as less problematic than domestic, major life areas, communication and interpersonal interactions. The adolescents with ASD were rated to have more difficulties in communication and community environments than in at home. In addition, analysis of associations between the APRS and Vineland Adaptive Behavioural Scales - Second Edition reveal a pattern of strong relationships between sub-tests. CONCLUSION: This study highlights the imperative for researchers and practitioners alike to develop a focus on strengths, generalisation and the quality of life of adolescents with ASD. The APRS also shows promise in helping document outcomes for adolescents with ASD in Asia and further development of this instrument is needed.
Journal of intellectual disability research : JIDR, 2011 · doi:10.1111/j.1365-2788.2011.01397.x