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Definition of needs

The needs of the child and the family are identified in different ways.

The French acronym PAPI, which is used to mean preparing for the intervention plan, is a tool that was developed with the purpose of systemizing the information-gathering process prior to the interdisciplinary intervention plan (also referred to as PII).

The PAPI serves to learn about the needs and expectations that are of priority with regard to the child's daily living activities and social roles. It contributes to the application of an approach that is centered on the client. Moreover, it also enables both the child and the parents to acquire further knowledge all throughout the rehabilitation process (which is referred to as the appropriation of knowledge).

The PII process enables the child and the family to make decisions in light of information conveyed by the team of professionals (also known as the principle of self-determination). In essence, the creation of the PAPI was inspired by the Activities of Daily Living (ADL) stated in the Cadre conceptuel du processus de production du handicap (PPH).

The PAPI currently applies to two types of clients: children and teenagers.
For each type of client, there are two tools made available:

  • PAPI long and abbreviated versions
  • PAPI short version

PAPI long and abbreviated versions

The PAPI long and abbreviated versions must be conducted in the form of a semi-directed interview with a rehabilitation professional. The questionnaire consists of six sections and twenty-one subsections that correspond to different activities of daily living (eating, preparing meals, etc.).

For each sub-section (or ADL), a question initiates the discussion with the child (and the family) concerning obstacles, help and difficulties experienced by the child when carrying out activities of daily living. In the long version, there are complimentary sections that can be completed, if needed.

Each subsection concludes with a question that allows us to know whether or not the child (or the family) would like us to help the child enhance his/her ability to carry out the daily living activity in question. For teenagers, two separate questionnaires (one for the teenager and one for the parents) can be completed.

For each question that receives a “yes” answer, the level of priority must be defined by circling the corresponding number based on the following scale:

  1. High priority or very important,
  2. Medium priority or important,
  3. Low priority or not important.

Once the questionnaire is completed, the page titled Order of the Needs Identified by the User and the Family recaps the needs that were mentioned throughout the interview and to place them in priority order. A copy of this page is given to the child or family.

During the PII meeting, these priorities are reviewed and converted into interdisciplinary intervention objectives.

PAPI Short Version

The short version of the PAPI resembles a brochure and lists all of the ADL that were brought up in the long version. However, the questionnaire is exclusively composed of closed questions to which the child or family must respond “yes” or “no” to obtain help enhancing any ADL and to set their level of priority.

The short version can be completed by the user and the family with or without the guidance of a rehabilitation professional. It can also be used to make follow-up calls for long-term monitoring.

About this page
Updated on 3/20/2015
Created on 9/10/2014
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