ObjectiveTo develop a novel precision rehabilitation service model for structural problems in rural rehabilitation services for persons with disabilities in China, such as shortages of professional resources, imprecise assessment and lack of service continuity, guided by International Classification of Functioning, Disability and Health (ICF) and supported by digital technologies. MethodsUsing ICF as an analytical tool and rural disability rehabilitation services as the application scenario, this study adopted a problem-oriented approach focused on current service challenges. Through literature review, situation analysis and strategy exploration, elements of body functions and structures, activities and participation, environmental factors, and digital technologies were organically integrated to form systematic solutions. ResultsA precision rehabilitation service model developed for rural persons with disabilities was constructed based on ICF and integrated with digital technologies such as the Internet of Things, big data and telerehabilitation. The model encompassed three dimensions: precise assessment of body functions, precise matching of intervention modalities and precise adjustment of environmental factors. An implementation pathway for digital technology-empowered precision rehabilitation in rural areas was proposed. ConclusionThe digitally empowered precision rehabilitation service model based on ICF is helpful for addressing the challenges of equity and precision in rural rehabilitation services in China, promoting access fairer, more accessible and systematically continuous rehabilitation services.

Objective Based on the theoretical framework of International Classification of Functioning,Disability and Health(ICF),this paper compared the classification and grading methods of disability standards in four areas in China,focusing on definition,classification,grading,coding systems and assessment tools.Methods Four disability standards including Disability Assessment and Code for Life Insurance(insurance standard),Classification of Disability Degrees for Human Body Injury(judicial standard),Grading of Disability for Work-Related Injuries and Occupational Diseases(work-related injury standard),and Classification and Grading of Dis-abilities for Persons with Disabilities(disability eligibility standard)were systematically analyzed.Each standard was reviewed to identify core elements of disability definitions,classification,and grading methods.Content analysis was used to extract and compare the definitions,classification,grading,coding systems,and assessment tools.The strengths,weaknesses,and practical limitations of each standard were analyzed using the ICF frame-work.Results There were different in disability definitions,classification and grading,coding systems,and assessment tools across the standards.In terms of definitions,the insurance standard emphasized ICF's body structure and function impairments;the judicial standard defined disability as limitations in life and work capacity due to bodily injury,covering ICF's body structure and function,activity and participation;the work-related injury standard focused on loss of labor capacity due to work-related injuries,involving body structure and function,activity and partici-pation;the disability eligibility standard refered to the ICF model,defining disability as impairments in body function and structure,and activity limitations and participation restriction.Regarding classification and grading,the insurance standard divided disabilities into eight categories based on body structure and function,with ten grades of disability severity;the judicial standard first graded disabilities into ten levels and then classified as in-jury site;the work-related injury standard divided disabilities into five categories based on clinical disciplines,grading from one to ten;the disability eligibility standard divided disabilities into seven categories,each with four grades.For coding systems and assessment tools,the insurance standard used ICF coding system,while the disability standard for persons with disabilities used a numerical coding system other from ICF,and the other standards did not use coding systems.Assessment tools varied significantly.The use of World Health Organiza-tion Disability Assessment Schedule(WHODAS 2.0)was proposed but not applying it in grading.Conclusion This study has systematically compared and analyzed four typical disability-related standards in China using the ICF framework.Personal Insurance Disability Assessment and Coding,Grading of Disability Caused by Bodily Injury,and Classification and Grading of Disabilities for Persons with Disabilities are all promulgated af-ter 2011,and adopt ICF concepts and methods to define and classify disabilities,considering body function and structure,activity and participation,and environmental factors.However,due to different purposes,their grading methods and levels vary:except for Classification and Grading of Disabilities for Persons with Disabilities,which uses a four-level grading system,the other standards use a ten-level system,primarily based on body func-tion and structure.In disability assessment,the recommended methods differ by category,showing significant variability.Due to differing classification and grading methods,disability data from various standards are lack in comparability.The international trend advocates for a unified disability standard framework based on ICF and ICD-11 to enhance the comparability and exchangeability of disability data.

Objective Utilizing the International Classification of Functioning,Disability and Health(ICF)framework and Interna-tional Classification of Diseases,the 11th Revision(ICD-11)system,alongside evidence from World Health Or-ganization(WHO)global reports and technical reports from relevant countries,this study systematically exam-ines the definitions,classifications,grading,and assessment methods for visual,hearing,speech,physical,intel-lectual,and mental(psychiatric)disabilities.Methods Employing the ICF's biopsychosocial model,classification,and coding system and ICD-11,and referencing WHO global reports and national technical reports,this study systematically investigated the definitions,classifi-cations,grading and assessment approaches for six prevalent disabilities:visual,hearing,speech,physical,intel-lectual and mental.Results The ICF and ICD-11model and classification system offered a robust framework for defining,classifying,grad-ing and assessing disabilities.Disability definitions should address body function impairments,activity limita-tions,participation restrictions and environmental factors.The definitions,classifications and grading of visual,hearing,speech,physical,intellectual and mental disabilities aligned with ICF categories for body functions and structures,activities and participation and categories of ICD-11.Standardized tools like the WHO Disability As-sessment Schedule(WHODAS 2.0)effectively measured overall activity and participation levels.Conclusion Anchored in the ICF and ICD-11 framework,disabilities are defined,classified,graded and assessed across body functions and structure,activities and participation,and environmental factors.WHODAS 2.0 serves as a universal tool for assessing activities and participation,enabling both comprehensive functional evaluations and the conversion of results from other assessment tools.By analyzing WHO global reports and technical documents in some countries within the ICF and ICD-11 classifications framework,this study highlights global advance-ments in disability definitions,classifications,grading and assessments.Variations in disability statistics stem from differing definitions,diagnostic criteria and assessments.Disability service eligibility criteria should be tai-lored to the needs of recipients and the capacity of providers.

Objective To systematically explore the characteristics of speech,language functioning and adaptation in children with intellectual and developmental disabilities(IDD)based on framework of International Classification of Function-ing,Disability and Health(ICF),to construct an integrated system that merges curricula and rehabilitation based on an analysis of the content and functional goals within language-related curriculum standards for Peizhi(spe-cial education for children with IDD)schools.Methods Using the bio-psycho-social model of the ICF,the characteristics of speech and communication disorders in children with IDD were systematically analyzed across the three dimensions of body functions and structures,ac-tivities and participation,and environmental factors.A content analysis was conducted on the three core curricu-lum standards for Peizhi schools issued by the Ministry of Education of China,extracting and summarizing the goals and core content related to linguistic ability development,which were then mapped and coded using the ICF classification system.Guided by the ICF's functioning-oriented principles,these curriculum goals were inte-grated with evidence-based rehabilitation strategies to construct a comprehensive curriculum and rehabilitation interventions that included assessment,goal setting,curriculum module design and intervention strategies.Results For the speech and language functioning in children with IDD,at the body functions level,impairments were identified in areas such as mental functions of language(b167)and articulation(b320);at the activities and partic-ipation level,limitations manifested as significant difficulties in communication(d3)and interpersonal interac-tions(d7);and environmental factors(e.g.,family support,e310;educational services,e585)impacted on func-tional performance and adaptation.Main curriculum standards of China related to language functioning for Pei-zhi schools addressed three domains respectively:body functions(Rehabilitation Training Curriculum Standard),communication skills[Living Language(Chinese)Curriculum Standard],and social participation and environ-ment(the Life Adaptation Curriculum Standard).Together,they constructed a standardized system for education-al curricula and rehabilitation interventions for children's speech and language functioning.Conclusion The speech therapy,the courses of Chinese language and adaptation are the complex and multidimensional processes.Based on the theoretical framework of the ICF's bio-psycho-social model,this study systematically in-tegrates China's Living Language(Chinese),Rehabilitation Training,and Life Adaptation curriculum standards to construct a speech rehabilitation program and a language ability curriculum oriented by the children's speech,lan-guage functioning and adaptation,which emphasizes a process beginning with functional assessment,grounded in real-life contexts,and actualized through interdisciplinary collaboration,to provide individualized,multimodal and evidence-based education,rehabilitation interventions and support for every child with special needs.By im-plementing the integrated rehabilitation interventions and language-related curriculum system,it enhances chil-dren's speech,language functioning and adaptation,promotes their functional communication,empowers their communication activities and social participation,and improves their social adaptation and overall development.

Objective To design a practice courses and competency-oriented training in rehabilitation psychology,in response to the demands of team-based and interprofessional practices for professionals,based on World Health Organization re-habilitation competency framework(RCF).Methods Using the five core domains of RCF(practice,professionalism,learning and development,management and leadership,and research),this study analyzed the competencies and role positioning of undergraduate rehabilita-tion psychology students within team-based and interprofessional rehabilitation settings.It identifies the core competencies needed in these contexts and corresponding practical teaching approaches,to enhance students'ability to translate disciplinary knowledge into team-based and interprofessional practice competencies in real-world rehabilitation scenarios.Results The study yielded a competency-oriented practical curriculum structured around the teamwork and interprofes-sional practice requirements for rehabilitation psychology professionals.Based on RCF,we defined specific core competencies and developed a curricular framework incorporating pedagogical methods such as integrated as-sessments based on International Classification of Functioning,Disability and Health,motivational interviewing,case study analysis,and standardized patient simulations.These methods are designed to build student proficien-cy in team communication,collaborative decision-making,case management and evidence-based practice.Conclusion In undergraduate rehabilitation psychology education,developing competency-based practical courses tar-geting team-based and interprofessional service competencies,which grounded in RCF,can enhance the quality and efficiency of talent cultivation in the field.It also helps improve students'capabilities in collaborative and in-terprofessional practice.RCF provides a theoretical foundation,practical tools,and reference frameworks for building competency-oriented curricula and instructional methods in rehabilitation psychology.

Objective To examine overall adaptive behavior,structural profiles and teacher-parent rating differences in children with intellectual disability(ID)and autism spectrum disorder(ASD),and to explore the association between adaptive behavior and intellectual level.Methods From March to June,2024,65 children with intellectual and developmental disabilities from Handan Special Education Center School,Xingtai Special Education School and Zhengding County Special Education School were selected and 57 valid cases were retained,who were divided into ID group(n=37)and ASD group(n=20).Adaptive behavior was assessed using the Chinese version of Adaptive Behavior Assessment System-II(ABAS-II)by parents and teachers familiar with the children.Group differences were compared,teacher-parent rating consistency was evaluated,and the relationship between adaptive behavior and intelligence quotient(IQ)was examined.Results Mean General Adaptive Composite(GAC)scores were significantly below normative values,as well as all three domains and specific skill subsets underperforming.ASD group exhibited higher self-management scores but lower community application scores than in ID group.Teacher-parent ratings showed moderate-to-high correla-tion across dimensions,which was mainly stronger in ASD group than ID group.IQ demonstrated significant pos-itive correlations with GAC and all three domain scores(rs=0.82 to 0.91,P<0.001).Conclusion Children with intellectual and developmental disabilities show markedly lower levels of adaptive behavior than their typically developing peers.Parents generally rate adaptive behaviors higher than teachers.Both ID and ASD groups exhibited a developmental pattern that practical skills are strongest,followed by social skills,while conceptual skills are weakest.Specific skills such as self-care,health/safety and school/home living were relative-ly stronger,while learning function,social interaction and community application lagging.ASD children under-perform in community application compared to ID peers but outperform in self-management.Adaptive behavior is closely tied to intellectual functioning.ABAS-II results may serve as a reference for assessing disability severi-ty in practice.

Objective:To analyze the willingness and related factors of pregnant women in Shanghai City to receive influenza vaccines during pregnancy.Methods:An online questionnaire survey was conducted among pregnant women who registered in maternal and child health hospitals in 16 districts of Shanghai. The basic information, health status during pregnancy, attitude towards influenza vaccination, and knowledge of influenza and influenza vaccine were collected, and χ2 test and multivariate logistic regression analysis were used to analyze the willingness and related factors of pregnant women to receive influenza vaccines during pregnancy. Results:A total of 3 219 valid questionnaires were received, with 10.90% of pregnant women willing to receive influenza vaccination during pregnancy, 57.50% unwilling to receive vaccination and 31.59% holding an uncertain attitude. Among the pregnant women who were willing to receive the vaccine, 82.91% would take the initiative to know the relevant information about the influenza vaccine, and 87.18% understood the transmission routes of the flu. 32.09% believed that pregnant women could receive the influenza vaccination at any stage of pregnancy. Among those who were unwilling and held an uncertain attitude, the proportions of the above three questions were 47.06%, 83.95% and 17.80%, respectively. Among pregnant women who were unwilling to receive vaccination and held an uncertain attitude, the main reason for their vaccine hesitation was the concern about the safety of the vaccine for pregnant women and fetuses during pregnancy. Multivariate logistic regression analysis showed that pregnant women with higher education ( OR=3.278, 95% CI: 1.678-6.406, P=0.001), second trimester ( OR=1.542, 95% CI: 1.159-2.054, P=0.003), third pregnancy ( OR=2.318, 95% CI: 1.008-5.331, P=0.048), and previous influenza vaccination ( OR=1.552, 95% CI: 1.119-2.152, P=0.008) had a higher willingness to receive influenza vaccines during pregnancy. Conclusion:Pregnant women in Shanghai have a relatively low willingness to receive influenza vaccines during pregnancy, mainly due to concerns about vaccine safety.

Objective To examine overall adaptive behavior,structural profiles and teacher-parent rating differences in children with intellectual disability(ID)and autism spectrum disorder(ASD),and to explore the association between adaptive behavior and intellectual level.Methods From March to June,2024,65 children with intellectual and developmental disabilities from Handan Special Education Center School,Xingtai Special Education School and Zhengding County Special Education School were selected and 57 valid cases were retained,who were divided into ID group(n=37)and ASD group(n=20).Adaptive behavior was assessed using the Chinese version of Adaptive Behavior Assessment System-II(ABAS-II)by parents and teachers familiar with the children.Group differences were compared,teacher-parent rating consistency was evaluated,and the relationship between adaptive behavior and intelligence quotient(IQ)was examined.Results Mean General Adaptive Composite(GAC)scores were significantly below normative values,as well as all three domains and specific skill subsets underperforming.ASD group exhibited higher self-management scores but lower community application scores than in ID group.Teacher-parent ratings showed moderate-to-high correla-tion across dimensions,which was mainly stronger in ASD group than ID group.IQ demonstrated significant pos-itive correlations with GAC and all three domain scores(rs=0.82 to 0.91,P<0.001).Conclusion Children with intellectual and developmental disabilities show markedly lower levels of adaptive behavior than their typically developing peers.Parents generally rate adaptive behaviors higher than teachers.Both ID and ASD groups exhibited a developmental pattern that practical skills are strongest,followed by social skills,while conceptual skills are weakest.Specific skills such as self-care,health/safety and school/home living were relative-ly stronger,while learning function,social interaction and community application lagging.ASD children under-perform in community application compared to ID peers but outperform in self-management.Adaptive behavior is closely tied to intellectual functioning.ABAS-II results may serve as a reference for assessing disability severi-ty in practice.

Objective:To analyze the willingness and related factors of pregnant women in Shanghai City to receive influenza vaccines during pregnancy.Methods:An online questionnaire survey was conducted among pregnant women who registered in maternal and child health hospitals in 16 districts of Shanghai. The basic information, health status during pregnancy, attitude towards influenza vaccination, and knowledge of influenza and influenza vaccine were collected, and χ2 test and multivariate logistic regression analysis were used to analyze the willingness and related factors of pregnant women to receive influenza vaccines during pregnancy. Results:A total of 3 219 valid questionnaires were received, with 10.90% of pregnant women willing to receive influenza vaccination during pregnancy, 57.50% unwilling to receive vaccination and 31.59% holding an uncertain attitude. Among the pregnant women who were willing to receive the vaccine, 82.91% would take the initiative to know the relevant information about the influenza vaccine, and 87.18% understood the transmission routes of the flu. 32.09% believed that pregnant women could receive the influenza vaccination at any stage of pregnancy. Among those who were unwilling and held an uncertain attitude, the proportions of the above three questions were 47.06%, 83.95% and 17.80%, respectively. Among pregnant women who were unwilling to receive vaccination and held an uncertain attitude, the main reason for their vaccine hesitation was the concern about the safety of the vaccine for pregnant women and fetuses during pregnancy. Multivariate logistic regression analysis showed that pregnant women with higher education ( OR=3.278, 95% CI: 1.678-6.406, P=0.001), second trimester ( OR=1.542, 95% CI: 1.159-2.054, P=0.003), third pregnancy ( OR=2.318, 95% CI: 1.008-5.331, P=0.048), and previous influenza vaccination ( OR=1.552, 95% CI: 1.119-2.152, P=0.008) had a higher willingness to receive influenza vaccines during pregnancy. Conclusion:Pregnant women in Shanghai have a relatively low willingness to receive influenza vaccines during pregnancy, mainly due to concerns about vaccine safety.

Objective To construct a conceptual framework and methodology for developing disability eligibility/standard using the bio-psycho-social model of disability,and classification theory and methods of the International Classification of Functioning,Disability and Health(ICF).Methods Based on the ICF's bio-psycho-social model,and aliged with the United Nations Convention on the Rights of Persons with Disabilities and the World Health Organization technical documents in the fields of disability statis-tics and services,this study explored the systematic implementation of ICF to construct a conceptual framework and methodology for disability eligibility/standards,including core concepts and terminology of functioning and disability,methods and system of classification and grading,coding system,standardization of disability survey questionnaires and protocols,and assessment/evaluation tools,as well as standard system of disability data.Results The establishment of disability standards should be based on specific application contexts and functions.Stan-dards for surveys and statistics emphasized data collection and analysis,applied to the design of survey question-naires and methodologies.Standards for service eligibility focused on determining service qualification through structured assessments/evaluation of functioning and disability.Comprehensive standards served both purposes.A well-rounded disability standard integrated a clear theoretical framework,scientific classification,grading and coding systems,and standardized disability reporting and evaluation/assessment methods/tools.The conceptual framework and methodological system for disability standards based on ICF comprised five core aspects:a core conceptual and terminological system for disability;disability classification and grading methods and systems;a scientifically structured classification,grading,and coding system;standardized disability reporting and assess-ment/evaluation methods and procedures;and standardized disability data systems.Applying ICF in practice in-volved systematically integrating the theoretical framework into the development of disability classification and grading systems,constructing coding systems using ICF,implementing standardized disability reporting and as-sessment/evaluation tools derived from the ICF,designing and standardizing disability survey instruments,ques-tionnaires/protocols,and assessment/evaluation tools and protocols,and establishing ICF-based disability data standards.Conclusion ICF provides a robust conceptual framework and methodology for the development of disability eligibility/standards.The bio-psycho-social model,conceptual framework and methodological approaches of classification,grading and coding of functioning and disability,and ICF-based standardized survey and assessment/evaluation tools,enable the establishment of core disability concepts and terminology,disability classification and grading systems,disability coding systems,disability survey questionnaires and protocols and assessment/evaluation tools and programs,and disability data standards.The systematic application of the ICF framework and method-ology enhances the scientific rigor,inclusivity and applicability of disability eligibility/standards.