第十一屆 參與評估工具之「學前活動卡片組」中文翻譯

Chinese Translation of the Preschool Activity Card Sort (PACS) - An Assessment Tool for Participation
朱凱鈺1、廖華芳2、Christine Rice Berg3、蘇慧菁4、孫世恆5、黃靄雯1*
Kai-Yu Chu1, Hua-Fang Liao2, Christine Rice Berg3, Hui-Ching Su4, Shih-Heng Sun5, Ai-Wen Hwang1*
1長庚大學早期療育研究所、2台灣大學物理治療學系、3Washington University School of Medicine, St. Louis, Missouri、4中台科技大學幼兒保育系、5中國醫藥大學物理治療學系

1 Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, 2 Graduate Institute of Physical Therapy, College of Medicine, National Taiwan University Hospital, College of Medicine, 3 Washington University School of Medicine, St. Louis, Missouri, 4 Department of Early Childhood Care and Education, College of Nursing, Central Taiwan University of Science and Technology, 5 Department of Physical Therapy, Graduate Institute of Rehabilitation Science, College of Health Care, China Medical University Repository,
 Background and Purpose: The International Classification of Functioning, Disability and Health-Child and Youth version (ICF-CY) plays a role as a framework for describing a child’s health conditions, which offers a common, international language that used across disciplines and integrates body systems, activities, and participation within an individual’s specific environmental context. For preschoolers, especially those with special needs, participation in every activity can not only enhance their learning ability, but broaden their life experiences. Therefore, having a good assessment tool for measuring participation condition at the target age (ages 3-6) is essential.

Methods: The Preschool Activity Card Sort (PACS), a semi-structured interview with parents with children at ages 3-6, has been established by Berg in 2006 and being translated into Spanish by Stoffel in 2008. Eighty-five activity items are included in the PACS, which covering six of the nine ICF-CY activity and participation domains that help adults understand a preschooler’s participation condition. For each item, parents will be shown one photograph with brief description and respond to the question,” Does your child participate in this activity?” If parents’ answer is “no”, the interviewer will inquire the reasons of non-participation. The reasons will be further classified into three categories: the attributes of the child, the parent, or the environment. Since only few standardized assessment tools measuring participation conditions are used in Taiwan, we translated PACS to Chinese, by following the guidelines of cross-cultural adaptation process, with the author’s authorization.  Two translators are asked to translate PACS to Chinese. One of them has related background in the field and is aware of the assessment. The other has no knowledge of the assessment and is not in the related background. They translated the PACS into Chinese version T1 and T2. We convened a committee of experts to revise them into Chinese version T-12. Two English native speakers were asked to translate the Chinese version T-12 back to English separately to examine the reliability of the translation (English version BT1 and BT2). While processing, we kept close contact with the original author and had her reviewing the two back-translated versions (BT1 and BT2) to ensure the items are with the designed meanings.



Results: The committee discussed the items and produced the pre-final version. Every single item’s semantic, idiomatic, experiential, and conceptual equivalence was discussed. For instance, we had a discussion on activity item No. 85th “Attending religious service” because there are several major religions in Taiwan. We’ve decided to put more religious related pictures in one photograph (for example, temples, church, and etc.) as representative. After the new, revised version of PACS being established, we’ll retake 85 activity photographs which will fit Chinese culture and Taiwan’s environment, and will conduct interviews with parents with children developing typically at ages 3-6 to investigate whether activities in the Chinese version of the PACS covers all the major daily activities for children at this age range.



Conclusions: Though this study, we can understand more clearly about the Chinese children’s participation condition, and to make an explicit and comprehensive plan for early intervention based on the ICF models in the future.
 

Keywords: Translation, Participation, ICF-CY, Pediatric assessment