Children's Leisure Assessment Scale

Last Updated

August 18, 2022

Purpose

Children’s Leisure Assessment Scale (CLASS) is a self-report, multidimensional questionnaire developed to examine school aged (10-18 years) children’s engagement of leisure activities.

Acronym CLASS

Area of Assessment

Behavior
Infant & Child Development
Life Participation
Patient Satisfaction
Quality of Life
Social Relationships
Social Support

Assessment Type

Patient Reported Outcomes

Administration Mode

Paper & Pencil

Cost

Free

Actual Cost

$0.00

CDE Status

Not a CDE – last searched 6/21/2023

Pediatric Disorders

Non-Specific Patient Population

40 items, patient reported
Minimum score = 0; Maximum score = 760
The child scores each item in four categories based on (1) marking 0 or 1 for whether or not they do the activity, (2) rating from 1-4 how frequently they do the activity, (3) rating from 1-4 the sociability of each occupation, and (4) rating from 1-10 how much they like the activity.
The assessment can be administered online or in person using a paper and pencil. The assessor instructs the child to rate each item based on the categories listed above.
The manual emphasizes that “use of the scoring system may be beneficial for assessing intervention effectiveness by comparing score pre and post intervention. However, in clinical practice the dialogue that formulates following completion of the CLASS should be emphasized…clinicians should endeavor to deepen understanding of the individual child’s leisure characteristics.”

Number of Items

Paper and pencil or online access

Approximately 30 minutes

Required Training

No Training

School-age children

10 - 18

years

Instrument Reviewers

Hannah Stice, Helena Shaw, Atlas Nelson, and Nicole Banuelos (Master of Occupational Therapy students) with faculty mentor: Danbi Lee, PhD, OTD, OTR/L, Division of Occupational Therapy, Department of Rehabilitation Medicine, University of Washington, Seattle

ICF Domain

Activity
Participation

Measurement Domain

Activities of Daily Living
Participation & Activities
Emotion

Professional Association Recommendation

No Professional Association recommendations found – last searched 6/21/2023

Considerations

The CLASS assessment was originally developed to be a tool that is culturally sensitive to the multi-cultural groups in Israel.
Available languages: Hebrew and English
There is an adapted assessment for preschool-aged children (ages 3-6)

Normative Data

Typically Developing Children (Rosenblum et al., 2010; n = 249 (54% female); mean age = 13.91 (2.08) years; age range = 10-18)

Comparison between boys and girls across the four factors and dimensions of the Children’s Leisure Assessment Scale (mean (Std. Dev))

Factor and Dimension	Male (n = 114)	Female (n = 114)
Instrumental Indoor Activities
Variety	0.74 (0.17)	0.84 (0.16)
Frequency	2.17 (0.82)	2.39 (0.99)
Sociability	1.75 (0.59)	1.85 (0.57)
Preference	6.83 (1.47)	7.46 (1.38)
Outdoor Activities
Variety	0.67 (0.25)	0.73 (0.24)
Frequency	1.42 (1.42)	1.61 (0.64)
Sociability	2.80 (0.63)	2.76 (0.61)
Preference	6.96 (2.09)	7.90 (1.71)
Self-Enrichment Activities
Variety	0.32 (0.18)	0.47 (0.24)
Frequency	0.74 (0.46)	1.15 (0.64)
Sociability	2.68 (1.04)	2.81 (0.84)
Preference	6.59 (2.68)	7.69 (2.14)
Games and Sports Activities
Variety	0.69 (0.26)	0.53 (0.30)
Frequency	1.91 (0.39)	1.22 (0.80)
Sociability	2.64 (0.94)	2.04 (1.10)
Preference	6.83 (1.47)	7.49 (1.35)

Typically Developing Children (Brown & Thyer, 2020; n = 40, mean age = 9.2 (2.01) years; 60% female; Australian sample)

Children’s Leisure Assessment Scale (CLASS) mean, standard deviation, range and percentile scores by subscale

CLASS subscale	Instrumental Indoor: Variety	Instrumental Indoor: Frequency	Instrumental Indoor: Sociability	Instrumental Indoor: Preference
Mean	0.839	2.496	1.784	7.191
SD	0.1026	0.4304	0.3015	1.2504
Range	0.4	1.3	1.2	5.4
25^th percentile	0.75	2.00	1.60	6.86
50^th percentile	0.88	2.50	1.86	7.33
75^th percentile	0.88	2.75	2.00	7.71

Children’s Leisure Assessment Scale (CLASS) mean, standard deviation, range and percentile scores by subscale (cont.)

CLASS subscale	Outdoor Activity: Variety	Outdoor Activity: Frequency	Outdoor Activity: Sociability	Outdoor Activity: Preference
Mean	0.728	1.275	2.173	8.487
SD	0.139	0.5318	0.2152	1.2263
Range	0.4	1.7	0.7	4.0
25^th percentile	0.56	0.78	2.00	7.50
50^th percentile	0.67	1.22	2.13	8.60
75^th percentile	0.89	1.67	2.38	9.40

Children’s Leisure Assessment Scale (CLASS) mean, standard deviation, range and percentile scores by subscale (cont.)

CLASS Subscale	Self-Enrichment Activities: Variety	Self-Enrichment Activities: Frequency	Self-Enrichment Activities: Sociability	Self-Enrichment Activities: Preference
Mean	798	2.075	1.990	7.692
SD	2041	.6510	.4239	1.1615
Range	0.9	2.9	2.0	4.6
25^th percentile	0.75	1.75	1.71	7.14
50^th percentile	0.75	2.00	2.00	8.00
75^th percentile	1.00	2.50	2.13	8.50

Children’s Leisure Assessment Scale (CLASS) mean, standard deviation, range and percentile scores by subscale (cont.)

CLASS Subscale	Games and Sports: Variety	Games and Sports: Frequency	Games and Sports: Sociability	Games and Sports: Preference
Mean	0.916	2.642	2.298	8.268
SD	0.1385	0.6203	0.4084	1.3685
Range	0.4	2.2	1.3	4.5
25^th percentile	.80	2.40	2.00	7.60
50^th percentile	1.00	2.60	2.20	8.20
75^th percentile	1.00	3.40	2.60	9.75

Internal Consistency

Typically Developing Children: (Rosenblum et al., 2010)

Adequate: Cronbach’s alpha = 0.71 across all items
Poor to excellent: Cronbach’s alpha ranged from 0.57-0.83 for the four principal factors resulting from an analysis of the frequency domain.

Construct Validity

Convergent validity:

Typically Developing Children (Brown & Thyer, 2020)

Excellent convergent validity between CLASS outdoor activity preference score and Children’s Assessment of Participation and Enjoyment (CAPE) informal enjoyment subscale score (r = 0.726)
Adequate to excellent convergent validity between CLASS outdoor activities preference and the Preferences for activities of children (PAC) recreational, physical, formal, informal and overall performance scores (r = 0.47-0.77).
Excellent convergent validity between CLASS games and sport activities preferences and the PAC physical subscale (r = 0.65)

Content Validity

Content validity of the CLASS assessment was determined by five expert consultants and five experienced pediatric occupational therapists. The results from this panel showed that this assessment has “adequately reflected the instruments prescribed objectives and were consistent with the establishment of content validity” (Rosenblum et al., 2010).

Face Validity

Face validity of CLASS was determined by five parents of school-aged children. Each of the parents “performed a secondary qualitative evaluation process and reported that the items were clearly written” (Rosenblum et al., 2010).

Normative Data

Physical Disabilities: (Schreuer et al., 2014; n = 294, children without disabilities n = 213, mean age = 13.90 (2.17); children with disabilities n = 81, mean age = 13.22 (3.04); Hebrew speaking sample)

Scores on the Children Leisure Activity Scale by dimension and presence of disabilities (mean (std. dev.))

Dimension	Children with disabilities	Children without disabilities
Preference	7.46 (1.45)	7.30 (1.65)
Variety	20.90 (7.07)	23.51 (5.63)
Frequency	2.77 (0.38)	1.47 (0.39)
Sociability	1.99 (0.29)	2.16 (0.26)

Internal Consistency

Celiac Disease: (Meyer & Rosenblum, 2016; n = 68, children ages 8-15 with celiac disease n = 34, mean age = 10.5 (2.4) years; parents n = 34; matched control group of children without celiac disease n = 34, mean age = 10.6 (2.3) years; 73.5% female)

Poor for food-related activities: Cronbach’s alpha = 0.60

Construct Validity

Convergent validity:

Celiac Disease: (Meyer & Rosenblum, 2016)

Adequate correlation between CLASS sociability dimension of the food-related activities factor and the Celiac Disease DUX (CDDUX) total score (r = .465) and three subscales (Diet scale, Having CD scale, Communication scale) (r = 0.355-0.421)

Discriminant validity:

Physical Disabilities: (Schreuer et al., 2014)

Significant differences in the CLASS variety, frequency, and sociability scales between children with and without disabilities (p < 0.01)
- Children with disabilities participate in a smaller variety of activities, more frequently, and with less social interactions with their peers than children without disabilities

Bibliography

Brown, T. & Thyer, L. (2020) The convergent validity of the Children's Leisure Assessment Scale (CLASS) and Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children (CAPE/PAC). Scandinavian Journal of Occupational Therapy, 27(5), 349-363. DOI:10.1080/11038128.2019.1672784

Chi-Wen, C., Rodger, S., Copley, J. & Skorka, K. (2014) Comparative content review of children’s participation measures using the International Classification of Functioning, Disability and Health--children and youth. Archives of Physical Medicine and Rehabilitation, 95(1), 141-152. DOI:10.1016/j.apmr.2013.06.027

Meyer, S., & Rosenblum, S. (2016). Children with celiac disease: Health-related quality of life and leisure participation. American Journal of Occupational Therapy, 70, 7006220010p1-7006220010p8. DOI: 10.5014/ajot.2016.020594

Rosenblum, S., Sachs, D., & Schreuer, N. (2010). Reliability and validity of the Children's Leisure Assessment Scale. The American Journal of Occupational Therapy, 64(4), 633–641. DOI: 10.5014/ajot.2010.08173

Schreuer, N., Sachs, D., & Rosenblum, S. (2014). Participation in leisure activities: Differences between children with and without physical disabilities. Research in Developmental Disabilities, 35(1), 223-233. DOI:10.1016/j.ridd.2013.10.001

Last Updated

Purpose

Area of Assessment

Assessment Type

Administration Mode

Cost

Actual Cost

CDE Status

Number of Items

Required Training

Instrument Reviewers

ICF Domain

Measurement Domain

Professional Association Recommendation

Considerations

Normative Data

Internal Consistency

Construct Validity

Content Validity

Face Validity

Normative Data

Internal Consistency

Construct Validity

Bibliography

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