ACKNOWLEDGEMENTS The University of Sydney team was: Ros Madden, Sue Lukersmith, Hartley, Michael Millington, Charlotte Scarf, Nicola Fortune, Alexandra Gargett and Gwynnyth Llewellyn, of the Centre for Disability Research and Policy. Key research partners and collaborators were: Sainimili Tawake Secretariat of Pacific Community Regional Rights Resource Team (SPCRRRT) Fiji Mariaia Matakibau Ministry of Health Fiji Bounlanh Phayboun COPE Lao PDR Sengthong Soukhathammavong COPE Lao PDR Khamko Chomlath NRC/MoH Lao PDR Bounpheng Phetsouvanh NRC Lao PDR Ben Theodore Department for Community Development PNG Peter Sindu Callan Services PNG Susan Goikavi Callan Services PNG Goretti Pala Solomon Islands College of Higher Education Solomon Islands Casper Fa'asala Gender and DPASI Solomon Islands Elsie Ningalo Taloafiri Ministry of Health and Medical Services Solomon Islands Penafrancia Ching College of Allied Medical Professionals (CAMP), University of the Philippines Manila The Philippines Joaquim Soares Klibur Foundation Timor Leste Francisco de Deus Soares ASSERT Timor Leste Phuong Anh Tran Thi Vietnam Phuong Tran Thi OGCDC Vietnam Nhan Ha Chan College of Medicine and Pharmacy Vietnam Cam Tu Thi OGCDC Vietnam The MM&M was resourced principally by the University of Sydney. The University of Sydney team working on the development of the International Classification of Health Interventions sponsored Nicola Fortune to work with the Sydney MM&M team during the closing stages of Menu refinement and prototype MM&M finalisation. Key resources were provided by: Australian Aid whose ALA Fellowship funding enabled CBR program stakeholders to inform and shape the design of the Menu as research partners CBM International which provided funding for work on the Manual from June to December 2013.
Example ‘key questions’ and menu items Possible recording method What progress with communication has the program participant made? P2.2 Activities and participation, Communication (domain 3). Record in routine visits or meetings, involving CBR worker, family and child. Observe change over time. Record ‘difficulty with communication’ or ‘assistance needed with communication’ (see Menu for details of how to do this) Note: The Menu offers two other scales for recording this item: Participation restriction; Satisfaction with participation. It could be useful to ask the child about their satisfaction and how they feel about participating in communication. What supports do the participant’s family receive? A1.2: Activities targeting people and families The DPO representative might record information about what support is being received each time they visit the family (e.g., by taking brief notes that are then kept in the participant’s file). You can also use the options listed in the Menu to tick a box (e.g. ‘financial aid’ or ‘therapy’). Or you can add your own categories to summarise the type of support provided. What are the outcomes of the school support activities provided by the program? A1.3: Activities targeting the community Improving access to mainstream services: e.g.: Promoting inclusion in mainstream, schools Possible additional locally designed item on the program’s school support activities A2 Activities – Activity outcomes Select which outcome items and examples are most relevant, e.g.: What did the activities accomplish e.g. Parental pride in child’s achievements, reduced stigma Information for A1.3 can be recorded by ticking options for the types of supports the program offers for schools and students (e.g. teaching school staff basic rehabilitation techniques). These are in the Menu and can be expanded to list more options relevant to the program. Information for A2 ‘What did the activities accomplish?’ Child/participant more confident in participating in mainstream services and activities. Information can be obtained in various ways. Regular discussions with the parent/child will discover this information and it can be recorded and updated. Information for P1.13 ‘Current educational participation’ could be recorded simply to indicate whether the child is attending
feasible to achieve. The plan may help you decide that you need to advocate for more resources to be able to collect important information. While all community-based programs are different, there are some general management approaches appropriate to planning e.g. thinking about resources, what people are responsible for, procedures for documentation, pilot testing, analysing, and reporting. You can refer to general management resources or sector-specific resources (refer to the Resources section for links). Included in Appendix 3 (p. 32) is an example template developed by our collaborators on the MM&M project. You may wish to it to your purposes. Check and pilot test your monitoring plan Before you start the monitoring activities it is important that you pilot test them. For example, if you want staff to record a person’s age or goals: Ask staff to comment on draft forms or recording methods Ask them to test draft questions with real people and give these people a chance to comment on the questions and the process. Ensure you include a representative sample of people with different communication abilities; this will ensure you are aware of preparation needed and any adaptation needed. Check all the later actions needed. How will records be kept? How will they be retrieved when they are wanted? How can they be used in reports? Then use the information you obtain from your testing to review and refine your monitoring plan. Step 4: Undertake monitoring activities Now that you have your plan in you are can carry it out and start monitoring. As you monitor, keep an eye on the process and be to revise the components of the plan as you go. For example: Do staff and other stakeholders need more training? Are more resources and materials needed? Do participants and family have some information provided to them about their progress soon after they begin with the program, so they see the value of monitoring? Can some (anonymous) information be provided to decision-making or policy stakeholders to show the benefit of monitoring and encourage support of the monitoring plan? Example: Monitoring the outcomes of a training program for DPO members (Philippines) Students from the University of Philippines and CBR field staff worked closely with the DPO and gathered information about their needs during their regular meetings together. One of the needs raised by the DPO was the need for their members to learn how to
Social General: Do people with disability expect to participate in social life and do they have support to do so? Example question: What factors in the environment are supporting social participation and which are barriers? Are there differences for people with different health conditions and disabilities? General: Are people with disability participating in community and social areas of life without discrimination? Example question: Are people with disability able to participate in religious practices in their local community? General: Are community attitudes about the participation of people with disabilities changing? Example question: Has our disability awareness workshop changed some people’s attitude in the village? Example items P3 Person – Environmental factors 1. Products and technology (including environment) 3. Support and relationships 4. Attitudes 5. Services system and policies (e.g. DPO) 03 Organisation – Environment Community supports (e.g. DPO membership) P1.8 Health condition/diagnosis P2 Functioning and disability Body functions Activities and participation Example items P2.2 Activities and Participation 9. Community, social and life Religion and spirituality – Extent of participation; satisfaction with participation P3 Person – Environmental factors 3. Support and relationships People in positions of authority (e.g. religious leader) Family Neighbours and community members 4. Attitudes People in positions of authority Family Individual attitudes in community Social norms and practices Example items P3 Person – Environmental factors 4. Attitudes People in positions of authority Individual attitudes in community Social norms and practices A1.3 Activities targeting the community Link with and educate community and groups Awareness raising (among community, media, opinion leaders etc.) A2 Activities – Outcomes Improved community attitudes Notes: See Menu for further details of information items and suggested recording guides. For any items where you want to monitor change over time, decide how often you will record information e.g. every month, twice per year, once per year.