World Health Organization
DISABILITY ASSESSMENT SCHEDULE World Health Organization Classification, Assessment, and Survey Team (CAS)
Global Programme on Evidence for Health Policy (GPE)
8 2000
8World Health Organization 2000
Publications of the World Health Organization enjoy copyright protection in accordance with the provisions of Protocol 2 of the Universal Copyright Convention. All rights reserved.
An earlier version of this WHODAS II training manual was prepared by Ms. Jayne Lux (WHO, Geneva). Ms. Michele Smith and Dr. JoAnne Epping-Jordan (WHO Geneva) designed and produced the current version of this manual.
The designations employed and the presentation of the material in this publication do not imply the impression of any opinion whatsoever on the part of the Secretariat of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries.
TABLE OF CONTENTS
I. Overview 4
Manual Goals
What’s Inside
II. Part 1: Introduction 8 Why is Disability Assessment Important?
WHODAS II Background and Rationale
WHODAS II Versions
WHODAS II Translations
III. Part 2: Administering the WHODAS II14 General Information
Standardization
Privacy
Frame of Reference for Answering
Specifications for Self-Administered Versions
Completing the Forms
Specifications for Interviewer-Administered Versions
General Interviewing Instructions
Typographical Conventions
Flashcards
How to Ask the Questions
How to Clarify Unclear Responses
How to Record Data
IV. Part 3: Problems and Solutions37 V. Part 4: Test Yourself40 VI. Part 5: A Final Word44 VII. Annex 1: Glossary 46 VIII. Annex 2: Question by Question 50 Specifications
Manual Goals
The purpose of this guide is to assist you to learn how to administer correctly and effectively the various versions of the WHODAS II.
Throughout the guide, you will find this symbol:
When you see this symbol, it means that there are questions for you to answer, or an activity for you to do. These exercises will help you to learn the material better, so be sure to complete them as you read the guide.
What’s Inside...
Each section of the training manual is designed to assist in learning about one aspect of the WHODAS II. Following is a breakdown of each section and its goals.
Part 1: Introduction
1.1 Why is Disability Assessment Important?
This section provides an overview of the importance of disability
assessment in measuring health status and clinical outcomes.
1.2 WHODAS II Background and Rationale
The history of the development of the WHODAS II is explained, along
with the uses of this instrument.
1.3 WHODAS II Versions
Describes the various versions of the instrument, and appropriate
usage for each. Differences are explained between self-administered,
interviewer-administered, and proxy versions.
1.4 WHODAS II Translations
Lists the languages into which the instrument has been translated, and provides information for those who would like to translate the WHODAS II.
Part 2: Administering the WHODAS II
A. General Information
This section provides instructions applicable to each of the instrument
versions.
2.1 Standardization
Describes the importance and the methods of standardization.
2.2 Privacy
Describes the importance of and methods to ensure privacy for
all participants.
2.3 Frame of Reference for Answering
Reiterates the framework of questions for the WHODAS II,
explaining that questions should be answered in terms of the
degree of difficulty due to health conditions in the past 30 days,
averaging good and bad days, as s/he usually does the activity.
B. Specifications for Self-Administered Versions
Instructions in this section pertain only to those versions of the
WHODAS II that are self-administered (including self-administered
proxy versions).
2.4 Completing the Forms
The self-administered versions of the WHODAS II have specific
coding requirements. This section explains in detail how to
complete the forms for data tracking purposes.
C. Specifications for Interviewer-Administered Versions
Instructions in this section pertain only to those versions of the
WHODAS II that are interviewer-administered (including interviewer-
administered proxy versions).
2.5 General Interviewing Instructions
Reviews interviewing procedures.
2.6 Typographical Conventions
Explains the formatting of the WHODAS II, and differentiates
between text to be read to the respondent and instructions to the
interviewer.
2.7 Flashcards
Explains the appropriate use of the flashcards, including the
flashcards are used with various WHODAS II versions.
2.8 How to Ask the Questions
Describes the standardized method of asking questions of
respondents.
2.9 How to Clarify Unclear Responses
This section describes the standardized methods for clarifying
and probing.
2.10 How to Record Data
This section explains the proper procedures for completing the
interview forms.
Part 3: Problems and Solutions
This section contains answers to problems that may arise during the
administration of the WHODAS II.
Part 4: Test Yourself
This section provides an opportunity to review the material contained
within the training manual and take a short test. Answers are provided, along with the section number that explains the content area so that
missed questions can be found and reviewed in the manual text. Part 5: A Final Word
Recaps the key information in the training manual.
Annex 1: Glossary
This section provides definitions for commonly used terms within the
WHODAS II and the training manual.
Annex 2: Question by Question Specification
This section presents each question of the WHODAS II, and specifies
its goals, along with instructions on how to apply these concepts cross-culturally.
C 1.1 Why is Disability Assessment Important?
C 1.2WHODAS II Background and Rationale
C 1.3WHODAS II Versions
C 1.4Translations
1.1Why is Disability Assessment Important?
As a busy professional, you are already occupied with many day to day tasks. You may wonder if you have the time to learn and use a new disability measure, or even whether it is that important.
Consider these facts:
Medical diagnosis alone fails to predict:
q service needs
q length of hospitalization
q level of care
q outcome of hospitalization
q receipt of disability benefits
q work performance
q social integration
On the other hand, diagnosis + disability can predict:
q health service utilization
q length of hospitalization
q improvement in functioning after hospitalization
q return to work
q work performance
Disability Assessment is useful for health care and policy decisions:
q identifying needs
q matching treatments - interventions
q measuring outcomes and effectiveness
q setting priorities
q resource allocations
Whether you are a clinician, researcher, or administrator, disability assessment can help you meet your goals.
1.2 WHODAS II Background and Rationale
The WHODAS II has been developed to assess the activity limitations and participation restrictions experienced by an individual irrespective of medical diagnosis. Respondents are asked to state the level of difficulty experienced taking into consideration how they usually do the activity, including the use of any assistive devices and/or the help of a person. The domains included in the instrument are:
?Understanding and communicating
?Getting around
care
? Self
?Getting along with people
?Life activities
?Participation in society
This measure remains under development, and final versions are expected to be released in 2001. For the latest information and updates, please visit the WHODAS II web site at http://www.who.int/icidh/whodas.
Development of this instrument is a result of collaborations between the World Health Organization (WHO), National Institute on Mental Health (NIMH), National Institute on Alcohol Abuse and Alcoholism (NIAAA), and National Institute on Drug Abuse (NIDA). This project is known as the WHO/NIH Joint Project on Assessment and Classification of Disablement.
1.3WHODAS II Versions
Several versions of the WHODAS II are available. These include interviewer-administered versions, self-administered versions, and proxy versions. Varying lengths are also offered. All things being equal, we recommend the 36-item, interviewer-administered version because it provides the most complete profiling of respondents. If, due to time constraints and/or study design, it is not feasible to utilise a 36-item interviewer-administered version, other versions are good alternatives.
INTERVIEWER-ADMINISTERED
36 ITEM
This is the recommended version of the WHODAS II. This version provides the most complete assessment of functioning. Scores for six domains of functioning, as well as an overall functioning score, can be calculated.
For each item that is positively endorsed, a follow-up question asks about the number of days (in the past 30 days) the respondent has experienced this difficulty. The day codes version assesses number of days using a five-point ordinal scale, while the days version simply asks the respondent to report the actual number of days the difficulty was present.
12 ITEM
This shorter version is useful for brief assessments of overall functioning.
12+24 SCREENER
This version uses 12 items to screen for problematic domains of functioning. Based on responses to the initial 12 items, respondents are given up to 24 additional questions.
For each item that is positively endorsed, a follow-up question asks about the number of days (in the past 30 days) the respondent has experienced this difficulty. The day codes version assesses number of days using a five-point ordinal scale, while the days version simply asks the respondent to report the actual number of days the difficulty was present.
SELF-ADMINISTERED
36 ITEM
This version assesses all six domains of functioning, and provides detailed information regarding difficulties in these areas. An overall functioning score also can be calculated.
12 ITEM
This shorter, self-administered version can be used when domain-specific information regarding functioning is not required.
PROXY VERSIONS
6 ITEM SELF-ADMINSTERED PROXY
The 6-item, self-administered, proxy version allows someone other than the primary respondent to provide their evaluation of the primary respondent’s difficulties with functioning. This version can be used when the primary respondent cannot complete a self-evaluation, or to allow for comparisons of perceptions of difficulty. This version can be completed by family members, friends, or anyone with frequent contact with the primary respondent, such as caregivers.
6 ITEM SELF-ADMINISTERED CLINICIAN
This version allows the primary-respondent’s clinician to provide input regarding the primary respondent’s level of functioning.
36 ITEM SELF-ADMINISTERED PROXY
The 36-item, self-administered, proxy version allows someone other than the primary respondent to provide their evaluation of the primary respondent’s difficulties with functioning. The 36-items are virtually identical to the 36-item primary respondent versions. Scores can be calculated for each of the six domains of functioning, as well as for overall functioning.
36 ITEM INTERVIEWER-ADMINISTERED PROXY
The 36-item, interviewer-administered, proxy version allows someone other than the primary respondent to provide their evaluation of the primary respondent’s difficulties with functioning. The 36-items are virtually identical to the 36-item primary respondent versions. Scores can be calculated for each of the six domains of functioning, as well as for overall functioning.
1.4 TRANSLATIONS
Currently, the WHODAS II is available in the following languages:
Arabic Dutch English
French German Greek
Hindi Italian Kannada
Mandarin Romanian Russian
Spanish Tamil Turkish
Yoruba
If you would like to utilise one of our translations, or create another translation of the WHODAS II, you must first receive written permission. To request permission, send an email to whodas@who.int.
A. General Information
Information in this section pertains to all of the WHODAS II versions.
{tc \l1 "Components}
C 2.1Standardization
C 2.2Privacy
C 2.3Frame of Reference for Answering
2.1 Standardization
Standardization means that you should conduct the WHODAS II interview the same way with each participant. Why? Standardization helps to ensure that differences in participants’ responses are not due to differences in how the interview is conducted. For example, if an interviewer administers the WHODAS II to some participants in a group situation, but to others alone, then it is possible that differences in responses are due solely to this different interview format. The same principle is true between interviewers: if one interviewer is very friendly to participants, while another is distant, then participants may give different types of responses.
Clear training in standardized procedures helps to prevent these possibilities. Many guidelines for standardized administration of the WHODAS II are given in this manual. Be sure to read and follow them carefully.
The key to success is ensuring that all versions of the WHODAS II are administered the same way every time. This is the essence of standardization.
2.2 Privacy
It is essential that each participant is provided privacy to ensure a high comfort level, and in turn, the most accurate responses. If the WHODAS II is administered in a waiting room, for example, ensure that there is enough space between participants to avoid participant’s responses being seen by another respondent. In the instances where the WHODAS II is administered through interviews, conduct the interview in a closed room where responses cannot be overheard by anyone else.
2.3 Frame of Reference for Answering
For all WHODAS II versions, respondents should answer questions with the following frames of reference in mind. Interviewers should remind respondents as needed about these frames of reference.
1) Degree of difficulty
During the interview, respondents are asked to answer questions about the degree of difficulty that they have doing different activities.For the WHODAS II, having difficulty with an activity means:
q
Increased effort q
Discomfort or pain q
Slowness q
Changes in the way the person does the activity
2) … due to health conditions
Respondents are instructed to answer about difficulties due to any health condition.
Health Condition means:
?Diseases, illnesses or other health problems
? Injuries
?Mental or emotional problems
?Problems with alcohol
?Problems with drugs
Interviewers should feel free to liberally remind respondents that they are to answer questions while thinking about difficulty due to health conditions, and not to consider other causes of difficulty with activities.
Example:
Item D3.1: How much difficulty did you have in washing your whole body?
None Mild Moderate Severe
Extreme /Cannot Do
12345
If a respondent has difficulty with bathing because it is cold, not due to a health condition , the item would be rated “1” for none.
3) … in the past 30 days
Research shows that recall abilities are most accurate for the period of one month. As a result, the past 30 days has been selected as the timeframe for the WHODAS II.
4) … averaging good and bad days
Some respondents will experience variability in the degree of difficulty that they experience over 30 days. In these cases, respondents should be instructed to give a rating that averages good days and bad days.
5) … as s/he usually does the activity
Respondents should rate the difficulty experienced taking into consideration how they usually do the activity. If assistive devices and/or the help of a person (personal assistance) are normally available, respondents should answer keeping this help in mind.
Example:
Item D3.1: How much difficulty did you have in washing your whole body?
None Mild Moderate Severe
Extreme /Cannot Do
12345
A respondent with a spinal cord injury has a personal assistant who helps daily with bathing. With the assistant’s help, the respondent experiences no difficulty with washing his whole body. In this case, the item would be rated “1” for none.
6) Items not experienced in the past 30 days are not rated
The WHODAS II seeks to determine the amount of difficulty encountered in activities that a person actually does as opposed to activities that s/he would like If a respondent is prevented from doing an activity due to a health condition, the item should be rated “5” for extreme/cannot do.
Example:
Item D2.5: How much difficulty did you have in walking a long distance such as one kilometer?
None Mild Moderate Severe Extreme /Cannot
Do
B. Self-Administered Version
Specifications
This section pertains only to the self-administered versions of the WHODAS II, and contains instructions specific to these versions, including self-administered proxy versions.{
tc \l1 "Components }C 2.4Completing the Forms
2.4 Completing the Forms
A section entitled “For Office Use Only” is located in the upper right corner of each of the self-administered versions of the WHODAS II. This section of the training manual describes each portion of that area, and how to correctly complete the information. This section should be completed before the participant completes the questionnaire.
The first line looks like this: _ _ _ - _ _ _ - ____
Centre# Subject# - Time#
The Centre # is the three-digit number which was assigned to your research centre upon agreement of collaboration. If you have forgotten your centre number, it may be found on the WHODAS II web site, located at http://www.who.int/icidh/whodas . Click on the “Field Trials Centres” link, and your centre number will be listed next to your centre name.
The Subject # is the unique three-digit number which you should assign to that particular participant. It is imperative that the number assigned to the respondent is recorded exactly the same way for all interviews, to ensure reliability.Time
Time refers to the time point of the interview, whether it is the first, second, or nth time the respondent has completed the measure.
Date
Please respond using the European standard of writing the date, which is Day/Month/Year, and filling in blanks with zeros. For example, February 4, 2000 would be written as 04/02/00, not 02/04/00.
Pop
Pop stands for population, and refers to the primary category of the respondent. Gen= General Population Drg = Drug-related Problem Alc = Alcohol-related Problem Mnh= Mental or Emotional
Problem
Phys= Physical Problem Other= Other Category Dwelling
Dwelling means the type of residence in which the respondent resides. Independent= respondent lives on his/her own, with family, or friends in the community.
Assisted= respondent lives in the community but receives regular assistance with at least some daily activities (e.g. shopping, bathing, meal preparation). This may include physical help, verbal reminders or cues, supervision, or psychosocial assistance. Assistance may be provided from a family member, friend, or professional carer.
Hospitalized= respondent resides in a 24-hour supervised setting (e.g. nursing
C. Interviewer-Administered Version
Specifications
This section pertains only to the interviewer-administered versions, and contains information specific to these versions, including interviewer-administered proxy versions.
2.5 General Interviewing Instructions
As you prepare to administer the WHODAS II, it is useful to review some general points about interviewing.
General Interviewing Tips
Keep the following points in mind:
q You should be serious, pleasant, and self-confident. Nervousness can make the respondent feel uneasy.
q You should speak slowly and clearly to set the tone for the interview.
q You should appear interested in the research.
q You should be aware that different respondents require different amounts of information about the study, and adjust your introductions accordingly.
Make a Good Introduction
A good introduction to the WHODAS II interview is essential. It communicates the goals of the interview and sets the tone of the interaction. Be sure to include the following points in your introduction:
q Your name and professional affiliation.
q You are a professional interviewer/clinician.
q You represent a legitimate and reputable organization.
q The questionnaire is for gathering information for important, worthwhile research.
q
初一英语自我介绍带翻译40词
初一英语自我介绍带翻译40词 初一英语自我介绍带翻译40词篇1 My name is Lin and I'm from China. Right now, I'm a student. I study very hard every day. I like going to school because I'm eager to learn. I enjoy learning English. It's my favorite class. I like to make friends and I get along with everyone. This is the introduction I give whenever I meet new people. It tells people a little bit about me and about what I like to do. 我的名字是林，我来自中国。我现在是学生。我每天都很用功念书。我喜欢上学，因为我渴望学习。我喜欢学英文。那是我最喜欢的课程。我喜欢交朋友，而且我和每个人都处得很好。这就是我每次认识新的人时，所作的自我介绍。它可以告诉别人一点关于我的事，还有我喜欢做什么。 初一英语自我介绍带翻译40词篇2 Hello,I'm XX.I'm a girl.I'm 13 years old.I live in China.I can speak Chinese and a little Endlish.I like singing and dance.I can play ping pong.I like English.Because I think I can learn lots of from it.My favourite color is blue.I like to eat noodles best.My email is #.My telephone number is 3456789.We can be good friends. 你好，我是XX.我是个女生。我已经(13)岁了。我住在中国。我会说汉语和一点英语。我喜欢(唱歌和跳舞)。我会(打乒乓球)。我喜欢(英语)。因为我觉得(我可以从当中学到很多)我最喜欢的颜色是(蓝色)我喜欢吃(面条)。我的电子邮箱是XXX，我的电话是(3456789)。我们可以成为好朋友。 初一英语自我介绍带翻译40词篇3 Hello,everybody. 大家好 My name's( ). 我的名字叫( ) I'm in Class( )Grade seven of( )school. 我在( )学校7年级( )班级 I'm tall(short).. 我很高(矮) I like( )very much. 我非常喜欢( ) My hobby is( ) 我的兴趣是( )然后写一下原因. My favourite subject is( ) 我最喜欢的科目是( ) 然后写一下原因. and I think 发表一些自己对自己爱好的感想 My dream is( ). 我的理想是( ) I hope that every of you will love me. 希望大家能喜欢我。 初一英语自我介绍带翻译40词篇4 Hi, everybody, My name is Li Qing, 12 years old. I come from Dongfeng Dong Road Primary School, Yuexiu District. I was the only child, but I am a happy gir. I like sports, especially like playing badminton. And I studied very hard. I often have to A. This is me. I hope we can become friends. 嗨，大家好。我叫李清，今年12岁。我来自越秀区东风东路小学。我是独生子女。但我是一个快乐的女孩。我喜欢运动，特别是喜欢打羽毛球。而且我学习很努力。我经常得A。 这就是我。希望能和大家成为朋友。
从图片中读取文字、把图片转换成文本格式(用word附带功能就能做到)
超简单从图片中读取文字的方法（使用word自带软件） （全文原创，转载请注明版权。本文下载免费，如果对您有一定帮助，请在右边给予评价，这样有利于将本文档位于百度搜索结果的靠前位置，方便本方法的推广） 【本文将介绍读取图片中的文字、读取书中文字、读取PDF格式文件中的文字的方法】一、背景 看到图片中满是文字，而你又想把这些文字保存下来，怎么办？ 日常读书，某篇文章写的极好，想把它分享到网络上，怎么办？ 一个字一个字敲进电脑？太麻烦了。是不是希望有一种东西能自动识别读取这些文字？ 是的，科技就是拿来偷懒的。 其实你们电脑中安装的word早就为你考虑过这些问题了，只是你还不知道。 二、方法 1、图片格式转换 只有特定格式的图片才能读取文字，所以要转换。大家常见的图片格式都是jpg，或者png，bmp等，用电脑自带的画图软件打开你要获取文字的图片（画图软件在开始——所有程序——附件中，win7用户直接右击图片，选择编辑，就默认使用画图软件打开图片），然后把图片另存为tiff格式。 （以我的win7画图为例。另存为tiff格式如下图） 2、打开读取文字的工具 开始——所有程序——Microsoft Office ——Microsoft Office工具——Microsoft Office Document Imaging（本文全部以office2003为例。另外，有些人
安装的是Office精简版，可能没有附带这个功能，那就需要添加安装一下，安装步骤见文末注释①） 3、导入tiff格式的图片 在Microsoft Office Document Imaging软件界面中，选择文件——导入，然后选择你刚才存放的tiff格式的图片，导入。
初一英语作文带翻译
初一英语作文带翻译 各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢篇一：My favorite season If you ask to me favorite season? I to say: my favorite season is fall. Because fall is cool and windy but isn’t too hot and too cold. I like reader relaxed and happy feeling. The climate is cool and pleasant in autumn, not so hot in summer nor so cold in winter. Autumn is the harvest season, golden rice in the paddy fields are ripe. Under the rays of the Sun in a piece of gold, Maple fell on a piece of Red Maple leaves, dancing in the air like a beautiful butterfly. moreover fall will come, farmers can harvest theirs “fruits of lador” The most exciting still can eat many tasty fruits. Such as: oranges，mangos, bananas, apples, pears……
中考英语作文50篇带翻译.doc
中考英语作文50篇带翻译
中考英语作文50篇（带翻译） 1、The Person I Like Best 我最喜欢的人 I have many friends，but I like Li Lei best. He is a good student. He always helps others. He likes reading books, so he knows many things. He is very helpful to us. He often helps me with my study. We are good friends. We often play games and do sports together. We enjoy ourselves every day. Li Lei is the person I like best. 我有很多朋友, 但我最喜欢李磊。他是个好学生。他总是帮助别人，他喜欢读书，所以他知道很多东西。他很乐于帮助我们。他经常帮助我学习。我们很好朋友们。我们经常一起玩游戏，一起做运动。我们每天都玩得开心。李磊是我最喜欢的人。 2、My Good Friend 我的好朋友 Tom is my good friend. He is 16 years old. He comes from America. He lives with his parents in China. He likes playing football, singing and drawing. He is good at English, but his Chinese isn’t good. He often helps me with my English, and I help him with his Chinese. We go to play football every Sunday. We always feel happy when we get together. Tom是我的好朋友。他16岁。他来自美国。他与父母一起生活在中国。他喜欢踢足球、唱歌和画画。他英语很好，但他的中文不好。他
读书的好处 英语作文带翻译
读书的好处英语作文带翻译 I think reading is important in the whole life for people.There are many benefits of reading.Firstly,reading increases our knowledge and we can learn the world affairs without going out.Secondly,reading is a good way to improve reading and writing skills.Before you learn to write,you must know how others write.Thirdly,reading can broaden our knowledge and horizon,which is important to job hunting in the future.Finally,reading helps us become self-cultivation that would be beneficial to our whole life.Therefore,start to reading,no matter how old you are and what you are doing.Then,you may find the great charm and benefits of reading. 我认为阅读对人们来说是终身受用的.阅读有很多好处.首先,读书能够使我们增长见识,不出门,便可知天下事.其次,读书能够使我们的阅读和写作水平得到提升.在你学会如何写之前,你得首先知道别人怎么写.再者,阅读能扩宽我们的知识面和眼界,这对我们将来找工作是很重要的.最后,阅读使我们变得有修养,这对我们一生都是很有好处的.所以,不管你现在多大,不管你在干什么,现在就开始读书吧.然后,你就会发现阅读的魅力和好处了.
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暑假英语作文50字带翻译 快乐暑假，早已来到;烦恼压力，抛之脑后;收拾心情，放松身体;调节身心，齐头并进;努力拼搏，新的学期。暑假快乐!精心收集了暑假英语作文50字带翻译，供大家欣赏学习! 暑假英语作文50字带翻译1 I had a happy summer holiday because I did many interesting things. I went to the beach and I swam in the sea.I called my friend and played with them.I visited my grandparents and ate much delicious food. Then I went to the zoo whit my sister.I was very happy.Because I saw a lot of animals.They were very lovely.So I took photos of all animals.I liked the butterflies best.They were colourful and beautiful.My sister liked it too. I had a wonderful summer holiday this year. 我有一个快乐的暑假因为我做了许多有趣的东西。 我去了海边我在大海里游泳。我打电话给朋友和他们玩了。“我去拜访我的祖父母和吃了许多美味的食物。然后我与我的妹妹去了动物园。我非常高兴。因为我看见很多动物。他们很可爱。
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