Methods for conceptualising ‘visual ability’ as a measurable construct in children with cerebral palsy

Table 4 Activity and Participation ICF-CY categories identified in assessment tools

	Assessment tools with visual ability items^a
ICF-CY Activities and Participation Chapters and Two-level classification^b	ABCDEFV	Alimovic	CAS	CVI Q	CVI R	EDVA	FVQ	Hoyt	HSCS-PS	HUI-III	IDP	LVC	PreViAs	ShCVI Q	SoGS	VAP-CAP	VSI	Wong	15-D	N
d1 LEARNING AND APPLYING KNOWLEDGE
d110 Watching and/or d160 Focusing attention^{c, d}	X	X	X	X	X	X	X	X	X	X	X	X	X	X	X	X	X	X	X	19
d120 Other purposeful sensing^e				X	X		X										X			4
d130 Copying^f			X										X							2
d131 Learning through actions with objects^g	X		X										X							3
d161 Directing attention^h	X	X		X																3
d166 Readingⁱ										X	X			X					X	4
d170 Writing^j													X							1
d2 GENERAL TASKS AND DEMANDS
d3 COMMUNICATION
d315 Communicating with – receiving – non-verbal messages^k				X			X						X				X			4
d335 Producing nonverbal messages^l							X						X		X					3
d350 Conversation^m		X																		1
d4 MOBILITY
d440 Fine hand useⁿ	X		X	X	X		X					X	X			X				8
d445 Hand and arm use^o			X		X		X						X		X	X	X			7
d450 Walking^p				X								X		X						3
d460 Moving around in different locations^q												X							X	2
d499 Mobility, unspecified^r			X	X																2
d5 SELF-CARE
d6 DOMESTIC LIFE
d7 INTERPERSONAL INTERACTIONS AND RELATIONSHIPS
d710 Basic interpersonal interactions^s			X	X			X						X	X			X			6
d8 MAJOR LIFE AREAS
d880 Engagement in play^t				X									X							2
d9 COMMUNITY, SOCIAL AND CIVIC LIFE
d920 Recreation and Leisure^u				X																1

^aAssessment tools identified in systematic review [10]; ^bOnly two-level classification codes linked to items from visual ability assessment tools are presented in this table; ^cItems linked to codes d110 Watching and d160 Focusing attention are combined in this presentation due to difficulties in discriminating between the constructs, and the three concepts which represent the concept of ‘visual ability’ are presented in bold font; Examples of constructs linked to Activities and Participation codes: ^dFocusing on or tracking a toy, ^eMouthing, touching and smelling, ^fImitation of facial expression, ^gRelating two or more objects such as block building or posting, ^hKeep looking, ⁱReading crowded text, ^jScribble with pen on paper, ^kResponds to/understands facial expressions, ^lSmiles or demonstrates visual preference, ^mStarting/sustaining visual communication, ⁿPicking up, Grasping or Manipulating object, ^oReaching for seen object, ^pWalking around and over different surfaces and avoiding obstacles, ^qMoving about +/− guidance, ^rMoves to object, ^sAppropriate use of eye contact and differentiation of familiar people/strangers, ^tPlay with objects, and ^uMemory game

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