Skip to main content

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

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

  Assessment tools with visual ability itemsa
ICF-CY Activities and Participation Chapters and Two-level classificationb 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 attentionc, d X X X X X X X X X X X X X X X X X X X 19
 d120 Other purposeful sensinge     X X   X           X    4
 d130 Copyingf    X           X        2
 d131 Learning through actions with objectsg X   X           X        3
 d161 Directing attentionh X X   X                 3
 d166 Readingi           X X    X      X 4
 d170 Writingj              X        1
d2 GENERAL TASKS AND DEMANDS
d3 COMMUNICATION
 d315 Communicating with – receiving – non-verbal messagesk     X    X       X     X    4
 d335 Producing nonverbal messagesl        X       X   X      3
 d350 Conversationm   X                   1
d4 MOBILITY
 d440 Fine hand usen X   X X X   X      X X    X     8
 d445 Hand and arm useo    X   X   X       X   X X X    7
 d450 Walkingp     X         X   X       3
 d460 Moving around in different locationsq             X        X 2
 d499 Mobility, unspecifiedr    X X                 2
d5 SELF-CARE
d6 DOMESTIC LIFE
d7 INTERPERSONAL INTERACTIONS AND RELATIONSHIPS
 d710 Basic interpersonal interactionss    X X    X       X X    X    6
d8 MAJOR LIFE AREAS
 d880 Engagement in playt     X          X        2
d9 COMMUNITY, SOCIAL AND CIVIC LIFE
 d920 Recreation and Leisureu     X                 1
  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