PDF(Pubmed)
Abstract：
UNASSIGNED: The increased focus among researchers and professionals on participation as an explicit intervention outcome has prompted a paradigm shift in both thought and practice. However, much research centers on altering participation outcomes in specific life situations and stages. This discussion paper considers \"participation as a means\" in pediatric rehabilitation and special education interventions, emphasizing its role in achieving lasting outcomes.
UNASSIGNED: This paper uses a Venn diagram approach to consider relations between three core concepts-participation, intervention, and outcomes-and their intersection. The paper\'s central theme revolves around the intersection of these concepts, wherein participation serves as a means to achieve enduring participation outcomes within the realms of rehabilitation and special education. The discussion is supported by contemporary empirical work and from literature identified in two recent scoping reviews focusing on the intervention process.
UNASSIGNED: Achieving enduring participation outcomes through participation in the intervention process necessitates creating a learning experience, with children and families actively participating in every step: identifying participation issues, seeking explanations, prioritizing intervention goals, selecting methods, implementing interventions, and evaluating the process and outcomes.
UNASSIGNED: This structured approach supports professionals and researchers to foster the skills and capacity required for lasting participation outcomes for children with impairments.
UNASSIGNED: This paper uses a Venn diagram approach to consider relations between three core concepts-participation, intervention, and outcomes-and their intersection. The paper\'s central theme revolves around the intersection of these concepts, wherein participation serves as a means to achieve enduring participation outcomes within the realms of rehabilitation and special education. The discussion is supported by contemporary empirical work and from literature identified in two recent scoping reviews focusing on the intervention process.
UNASSIGNED: Achieving enduring participation outcomes through participation in the intervention process necessitates creating a learning experience, with children and families actively participating in every step: identifying participation issues, seeking explanations, prioritizing intervention goals, selecting methods, implementing interventions, and evaluating the process and outcomes.
UNASSIGNED: This structured approach supports professionals and researchers to foster the skills and capacity required for lasting participation outcomes for children with impairments.
摘要：
■研究人员和专业人员越来越关注参与作为明确的干预结果，这促使了思想和实践的范式转变。然而,许多研究都集中在改变特定生活环境和阶段的参与结果。这篇讨论论文认为“参与作为一种手段”在儿科康复和特殊教育干预中，强调其在实现持久成果方面的作用。
■本文使用维恩图方法来考虑三个核心概念之间的关系-参与，干预，和结果-以及它们的交叉点。这篇论文的中心主题围绕着这些概念的交叉点，其中参与是在康复和特殊教育领域实现持久参与成果的一种手段。讨论得到了当代实证工作和最近两次针对干预过程的范围界定评论中确定的文献的支持。
■通过参与干预过程获得持久的参与成果需要创造学习体验，儿童和家庭积极参与每一步:确定参与问题，寻求解释，优先考虑干预目标，选择方法，实施干预措施，并评估过程和结果。
这种结构化的方法支持专业人员和研究人员培养有障碍儿童持久参与成果所需的技能和能力。
■本文使用维恩图方法来考虑三个核心概念之间的关系-参与，干预，和结果-以及它们的交叉点。这篇论文的中心主题围绕着这些概念的交叉点，其中参与是在康复和特殊教育领域实现持久参与成果的一种手段。讨论得到了当代实证工作和最近两次针对干预过程的范围界定评论中确定的文献的支持。
■通过参与干预过程获得持久的参与成果需要创造学习体验，儿童和家庭积极参与每一步:确定参与问题，寻求解释，优先考虑干预目标，选择方法，实施干预措施，并评估过程和结果。
这种结构化的方法支持专业人员和研究人员培养有障碍儿童持久参与成果所需的技能和能力。
