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Background: Compression garments are widely used for the management of hypertrophic scars, however, the patient experience of wearing compression garments remains minimally explored., Objective: To gain an understanding of the patient experience of wearing compression garments post burn injury, including why patients remove their garments., Method: Interpretive description was the methodological approach used in this study. Semi-structured interviews and a focus group were used to gain in-depth insights into the lived experience of wearing compression garments. Thematic analysis revealed key themes across the data and member checking confirmed data interpretation., Results: Three main themes related to wearing compression garments were identified: what it feels like to wear compression garments, what it is like to be a patient within a burns service and the impact of garments on patients' lives and recovery., Conclusions: The results highlighted a variety of influences that affected the individual experience of garment wear, highlighting the need for a patient centred approach by burn service providers., (Copyright © 2018 Elsevier Ltd and ISBI. All rights reserved.)

Background: Children with intellectual and developmental disability (IDD) are at risk of experiencing limited participation in recreational activities, where they may be present but not physically engaged., Aim: To compare patterns of physical engagement in recreational activities between children with and without IDD., Methods and Procedures: Fifty children with IDD (26 boys, 24 girls; mean age 8.7 years) were matched for age and sex with 50 typically developing children. Parents completed a questionnaire which captured participation in 11 recreational activities involving hand use as an indication of physical engagement., Outcome and Results: More than 80% of children in both groups participated physically in eight recreational activities, but fewer children with IDD participated in six activities when compared with typically developing children. Children with IDD also participated less frequently in five activities and required more assistance to participate in all the 11 activities. Parents wanted their child with IDD to participate in 10 recreational activities with less assistance., Conclusions and Implications: The difference between the groups related to participation frequency, independence, and parents' desire for changes in their child's participation. Greater efforts are needed to address these differences and to support recreational participation in children with IDD., (Copyright © 2017 Elsevier Ltd. All rights reserved.)

Objective: To describe the development of the Children's Assessment of Participation with Hands, a parent-report questionnaire that assesses children's participation in life situations requiring hand use specifically, and to investigate its construct validity (using Rasch analysis and known-group comparison) and reliability (test-retest reliability and internal consistency)., Design: Cross-sectional, validation, and test-retest studies., Setting: Schools., Participants: Parents/caregivers (N=202) reported on their children aged 2 to 12 years with (n=97) and without disabilities (n=105)., Interventions: Not applicable., Main Outcome Measure: The Children's Assessment of Participation with Hands was developed based on a content review of existing children's participation measures and literature, expert review, and pilot testing. The Children's Assessment of Participation with Hands included 37 items measuring participation diversity, frequency, independence, and desire for change in specific hand-use life situations across 4 domains of self-care, recreation, education, and domestic life and community., Results: Evidence for construct validity of the Children's Assessment of Participation with Hands domains was established through Rasch analysis (after removing 2 misfitting items from the recreational domain and 1 item from the domestic life and community domain). Differences in summary scores of each domain between children with and without disabilities were also significant (P<.01). Test-retest reliability of the Children's Assessment of Participation with Hands was moderate to high (intraclass correlation coefficients, .69-.96), except for the desire for change dimension scale of the recreational domain (.40). Internal consistency was varied across the dimensions/domains., Conclusions: Results provide preliminary evidence for the construct validity and reliability of the Children's Assessment of Participation with Hands that could be used in clinical and research settings to gain a specific understanding of the impact of children's hand-use difficulties on their participation in life situations requiring hand use., (Copyright © 2015 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.)

Background: Clinical supervision has gained wide recognition in recent years as an essential component of a practitioner's continuing professional development. However, confusion exists in professional literature regarding the most effective models, styles, processes and methods of clinical supervision., Aim: This article outlines the elements required to establish and sustain an effective clinical supervision arrangement for health professionals, based on current evidence and the author's expert opinion., Conclusion: A set of practical strategies are proposed to assist practitioners to establish an ongoing, effective clinical supervision partnership.

Objective: To evaluate to what extent instruments that intend to measure children's participation actually do so, and to what extent their items can be classified according to the International Classification of Functioning, Disability and Health-Children and Youth (ICF-CY)., Data Sources: A systematic search was conducted in MEDLINE, CINAHL, PsycINFO, ERIC, and EMBASE and was limited to the period between January 2000 and May 2011. The search terms of participation, outcome measure, and children were used to identify potential children's participation measures., Data Selection: Instruments were included if they (1) evaluated children's participation based on assessment purpose; (2) were suitable for use with children aged 2 to 12 years; (3) were generic assessments that could be used with a range of disabilities; and (4) involved self-report, proxy report, or interview administrations., Data Extraction: Instruments were obtained from identified full-text articles and were evaluated for inclusion through group discussion. Two researchers further independently reviewed each included instrument to determine which of the items measured participation based on a contemporary definition. These items were also classified using the ICF-CY linking rules to reflect each instrument's content coverage., Data Synthesis: Sixteen instruments were identified with 11 found to have more than half of their items measuring participation, but only the School Function Assessment-Participation section comprised 100% participation items. The participation items in each instrument captured between 3 and 9 ICF-CY Activities and Participation domains. Only the Child and Adolescent Scale of Participation and the Participation and Environment Measure for Children and Youth covered all domains. Among the ICF-CY Activities and Participation domains, the interpersonal interactions and relationships domain was addressed the least., Conclusions: This review revealed differences in the inclusion of participation items in existing children's participation measures and their classification according to the ICF-CY. These differences need to be considered when selecting an instrument., (Copyright © 2014 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.)

This pilot study trialed a team-based assistive technology assessment and planning process for children with multiple disabilities and their educational teams, in order to inform a wider study using explanatory case study methodology. Fourteen students and their educational teams participated in the process, which incorporated use of the Lifespace Access Profile and Lifespace Access Profile (Upper Extension), together with a video procedure developed to determine size and number of assistive technology targets that students could use. Data generated included pre- and postpilot questionnaires completed by team members, pre- and postpilot technology goals developed by each team, and field notes. Thematic analysis of the data indicated that the team-based process had a number of benefits for teams, including development of more specific and achievable technology goals; increased knowledge, skills, and confidence of team members; more effective teamwork to assist decision-making; and better coordination of technology use between home and school. Further research is required to objectively measure direct student outcomes and to determine the impact of team dynamics.