PurposeThis study explored the 2-year impacts of the Family Engagement in Research (FER) Course on researchers' and family members' engagement in neurodevelopmental disability and child health research.Materials and MethodsA qualitative study was conducted with graduates from the first six cohorts of the FER Course. Data were collected through semi-structured interviews and focus groups two years after taking the course. Thematic analysis was used to analyze qualitative data from transcripts.ResultsTwenty-six learners (family members and researchers) participated in the 2-year follow-up interview or focus group. The majority (85%) reported increased involvement in FER since they completed the course, which included (i) engaging in research and (ii) advocating and championing FER. Learners reported how the course supported their research engagement, which included: (i) feeling confident and empowered; (ii) acquiring new knowledge and skills; (iii) embracing new perspectives; and (iv) growing a network for FER.ConclusionsThe FER Course is a training initiative that enables and sustains research engagement over time. Training for both researchers and family members is essential for building capacity in FER in neurodevelopmental disability and child health research.

The Family Engagement in Research Leadership Academy is a 10-week (30 h), online McMaster University Certificate of Completion course for researchers and family members championing family engagement in neurodevelopmental disability and child health research. The Leadership Academy consists of weekly 2-hour online synchronous sessions, small group mentorship, an individual Leadership Learning Plan, and a 3-minute ‘pitch’ presentation about a proposed project or personal vision for family engagement leadership. Throughout the Leadership Academy, learners build knowledge in five core competencies of family engagement leadership (self-awareness, communication, empathy and compassion, advocacy, and entrepreneurship) and the skills to apply these competencies at organizational and community levels. The primary aim of this qualitative study was to identify learners’ perceptions of the Leadership Academy, and to explore how they were applying family engagement leadership at organizational or community levels. Ten out of 21 learners of the second and third Leadership Academy cohorts (2022–2023) agreed to participate in this study. We conducted semi-structured interviews after completing each course cohort. We analyzed qualitative data inductively using thematic analysis. Themes were generated related to learners’ perceptions of the course and satisfaction: diverse means of learning; sense of community; and positive and supportive learning environment. Learners also reported that they were planning to or were actively applying course learnings to their leadership roles and career development. Learners indicated a desire to stay connected and continue to collaborate after the course. The Leadership Academy is a learning experience that has potential to build capacity for family engagement in neurodevelopmental disability and child health research at organization and community levels by training champions in family engagement leadership core competencies and practices and creating a network of leaders. Not applicable. The Family Engagement in Research Leadership Academy is a 10-week online course that brings together researchers and family members who want to improve how families are involved in neurodevelopmental disability and child health research. The course includes weekly online sessions, small-group mentoring, a Leadership Learning Plan, and a short presentation where each learner shares a project idea for family engagement leadership. Throughout the course, learners develop knowledge and skills in five core skills of family engagement leadership (self-awareness, communication, empathy and compassion, advocacy, and entrepreneurship). They learn how to apply these skills to support change within organizations and communities. This qualitative study explored how learners from the course felt about the Leadership Academy and how they were using the knowledge and skills gained. Learners from 2023 to 2024 were invited to participate in an interview after the course. These interviews were used to identify common feelings about and experiences of the course. Ten learners participated in the study. They were all very satisfied with their experience in the course, highlighting the strong sense of community, positive and supportive learning environment, and the variety of learning activities. Many learners said they were using or planning to use the knowledge and skills they gained to guide their leadership roles or future career paths. They also expressed a desire to stay connected with one another after the course. Overall, the Leadership Academy appeared to help build leadership skills that support family engagement leadership within organization and community settings.

IntroductionThis paper reports on the first two phases of a three-phase project to develop and evaluate an "integrated" iteration of ENabling VISions And Growing Expectations (ENVISAGE). ENVISAGE is a validated online 5-week program grounded in strengths-based and family-centred approaches to child and family development in the context of neurodevelopmental disability. The two phases included (i) partnership formation and collaborative adaptation of the ENVISAGE programs for families (ENVISAGE-Families) and for service providers (ENVISAGE-SP) to create an "integrated" approach; and (ii) conduction of a feasibility study.MethodsENVISAGE-Integrated was co-developed through an iterative process of revising and combining the original ENVISAGE programs (for families and for service providers). The Framework for Reporting Adaptations and Modification-Expanded (FRAME) was used to report modifications. The feasibility study included 12 participants (7 service providers and 5 parents) from a children's treatment centre. Participants completed a demographic questionnaire and surveys after each workshop, including open-ended and 5-point Likert-scaled questions about their experiences of the program. All data were analyzed descriptively.ResultsProgram modifications were undertaken to ensure relevance to both service providers and parents and to preserve the core ENVISAGE concepts. Key modifications included (i) incorporating weekly icebreaker activities and (ii) tailoring current and creating additional scenarios to prompt discussion and apply concepts. Participants found the integrated format was valuable, meaningful, and relevant. Challenges included recruiting participants and scheduling synchronous group discussions.ConclusionParticipants' feedback informed two program adaptations: (i) allotting more time to apply concepts to scenarios during group discussions and (ii) supporting the use of the platform's discussion board. The findings from the feasibility study justify the ongoing development and evaluation of program outcomes on both service providers and parents.

Family engagement at a research project-level is well-studied in childhood-onset disability research, yet organizational-level family engagement (e.g., advisory boards, policy review, mentorship) remains less understood. The objective of this organizational research study was therefore to describe (1) how families are currently engaged at two childhood-onset disability research organizations and (2) the strengths, weaknesses, opportunities, and threats (SWOT) to organizational-level family engagement. A qualitative descriptive approach was used, including online surveys, focus groups, and interviews to collect data from organizational leaders, families, researchers, and trainees from two childhood-onset disability research organizations. Structured deductive content analysis using a SWOT matrix was employed to categorize and present the data. Strengths included each organization’s ability to value and evolve engagement practices and dedicate organizational resources to ensure families felt represented and supported. Simultaneously, limited training, financial support, and formal structures to embed families within the organization were noted as weaknesses. Across both organizations, opportunities to increase infrastructure and training were described. Despite organizational efforts, families are not always seen as part of the academic community, which pose threats to meaningfully embedding families at an organizational level. Findings highlight the value that both organizations place on family engagement, where families have been embedded within organizational processes and structures. Several strengths within the organizations were apparent and were matched with need for greater infrastructure, engagement support, and representation of diverse families. Opportunities described included further training and embedding families across the organization. We anticipate that without broader changes in academia, challenges to organizational engagement of people with lived experience will continue. Organizations such as those presented in this paper can support organizational-level family engagement through continued training, sharing current practices, and developing policies and practices other organizations may adopt. Patients and families are more commonly partnering on childhood disability research projects but less commonly partnering at the organizational-level (e.g., advisory boards, policy review, mentorship). We wanted to understand more about this and the strengths, weaknesses, opportunities, and threats to this practice. We asked organizational leaders, researchers and trainees, and family members at two childhood-onset disability organizations in Canada about family engagement practices at the organizational-level. We held interviews and focus groups, and used online surveys to help us explore this topic. We heard that organizations really valued families. Lack of training, financial support, diversity of families, and ways to engage families in the organization were barriers. Increasing infrastructure and training were identified as ways to support organizational-level family engagement.

The Family Engagement in Research (FER) Course launched in 2018 for researchers and family members to co-learn the principles and practice of engagement in neurodevelopmental disability and child health research. The first six cohorts of the FER Course (2018–2021) were part of a pre-post evaluation to assess learners’ perceptions and satisfaction of the FER Course, and the impact on their perceived knowledge, abilities, attitudes, and self-confidence in FER. This paper reports on the findings from this pre-post study. Sixty-nine self-selected researchers and family members enrolled in the course completed pre-and post-evaluations; satisfaction was evaluated after the course only (n = 96). Data collection involved surveys with 10-point Likert Scale questions about experiences of the course, perceived knowledge, abilities, attitudes towards, and self-confidence in family engagement in research, and overall satisfaction. We conducted Wilcoxon rank sum to compare differences between researchers and family members’ responses about self-confidence to engage, with the Wilcoxon signed rank tests used to evaluate change in outcomes from before to after the course. Open-ended survey responses were analyzed descriptively. There were statistically significant increases in survey respondents’ perceived knowledge, abilities, and self-confidence to engage in research. Positive attitudes towards FER were rated highly at baseline and post-test, with no significant change. Respondents reported high levels of satisfaction with the FER Course. The FER Course meets the need for training both family members and researchers, so that they are equipped with the perceived knowledge, abilities, and confidence to collaborate in neurodevelopmental disability and child health research. The Family Engagement in Research (FER) Course is for researchers and family members. Together, they learn how to partner in neurodevelopmental disability and child health research. To make sure the course is helping learners, a study was done from 2018 to 2021. The study included 69 learners (researchers and family members) from six course deliveries. Learners filled out surveys before and after the course. In the surveys, they shared their thoughts on the course itself. They also reported their perceived knowledge, abilities, attitudes, and confidence in family engagement in research. The survey responses were analyzed using statistical tests to see if there were changes from before to after the course and differences between researchers and family members. The open-ended survey questions gave us a better understanding of satisfaction with the course. Findings showed an increase in perceived knowledge, abilities, and confidence in engaging in research. Positive attitudes toward family engagement in research were high and did not change. Learners were satisfied with the course. Overall, the FER Course helps researchers and family members learn how to meaningfully work together in neurodevelopmental disability and child health research.

PURPOSE:This scoping review explored the current worldwide landscape of school-based disability awareness programs that aim to increase students' positive attitudes towards their peers with disabilities. MATERIALS AND METHODS:The scoping review followed Arksey and O'Malley's (2005) six-stage process, revised by Levac et al. (2010). A comprehensive search was completed in seven electronic databases from September 2011 to June 2023. Data management was supported by Covidence review software. Descriptive statistics summarised frequency counts on program development, delivery, and components. Thematic analysis was used to generate themes related to educational content. RESULTS:Seventy-two studies from 26 countries, published in six languages, were included in the review. Programs were delivered across various school settings (kindergarten, primary, and secondary schools) by teachers, individuals with disabilities, researchers, and other professionals. Secondary school activities emphasised social contact and simulations, while kindergarten and early elementary programs used vicarious contact methods through storybooks and videos depicting characters with disabilities. Educational content included general knowledge of disability, feelings towards people with disabilities, and skills to interact with disabled peers. CONCLUSIONS:There is a wide range of school-based disability awareness programs that can inform strategies and approaches to support inclusion of students with disabilities.

PURPOSE:This scoping review examined the measures used, outcomes assessed, and the longitudinal impacts of disability awareness programs. MATERIALS AND METHODS:Studies were identified from September 2011 to June 2023 across seven electronic databases. Covidence review software and Microsoft Excel were used to manage data. The data analysis included frequency counts of measures used and categorisation of the types of outcomes assessed. The longitudinal outcomes were synthesised according to the outcomes measured. RESULTS:Seventy-two studies were included from 26 countries, utilising a range of measures to assess cognitive, affective, and behavioural outcomes of programs. A subset of 14 longitudinal studies was identified to explore longer-term outcomes, from 1 to 30-month follow-up. All four longitudinal studies assessing cognitive outcomes demonstrated sustained increases. Ten of 11 studies that assessed changes in attitudes generally found sustained improvements, while only one of five studies found lasting improvements on behaviours. CONCLUSIONS:Disability awareness programs can be an effective approach to increase knowledge, improve attitudes and can, to some extent, increase inclusive behaviours of students towards peers with disabilities.

BACKGROUND:Since 2011 when the Canadian Institutes of Health Research launched the Strategy for Patient Oriented Research, there has been a growing expectation to embed patient-oriented research (POR) in the health research community in Canada. To meet this expectation and build capacity for POR in the field of neurodevelopmental disability and child health, in 2017 researchers and family leaders at CanChild Centre for Childhood Disability Research, McMaster University partnered with Kids Brain Health Network and McMaster Continuing Education to develop and implement a 10-week online Family Engagement in Research (FER) Course. MAIN TEXT:From its inception, the FER Course has been delivered in partnership with family leaders and researchers. The FER Course is innovative in its co-learning and community building approach. The course is designed to bring family partners and researchers together to co-learn and connect, and to develop competency and confidence in both the theory and practice of family engagement in research. Coursework involves four live online group discussions, individual review of course materials, weekly group activities, and a final group project and presentation. Upon completion of the FER Course, graduates earn a McMaster University micro-credential. CONCLUSIONS:To meet a need in building capacity in POR, a novel course in the field of neurodevelopmental disability and child health has been co-created and delivered. Over six years (2018-2023), the FER Course has trained more than 430 researchers and family partners across 20 countries. A unique outcome of the FER Course is that graduates expressed the wish to stay connected and continue to collaborate well beyond the course in turn creating an international FER Community Network that continues to evolve based on need. The FER Course is creating a growing international community of researchers, trainees, self-advocates, and family partners who are championing the implementation of meaningful engagement in neurodevelopmental disability and child health research and beyond. The course is internationally recognized with an established record of building capacity in POR. Its uptake, sustainability, and scalability to date has illustrated that training programs like the FER Course are necessary for building capacity and leadership in family engagement in research.

BackgroundPoorly supported transitions from pediatric to adult healthcare can lead to negative health outcomes for youth and their families. To better understand the current landscape of healthcare transition care across Canada, the Canadian Health Hub in Transition (the "Transition Hub", established in 2019) identified a need to: (1) describe programs and services supporting the transition from pediatric to adult healthcare across Canada; and (2) identify strengths, barriers, and gaps affecting the provision of transition services.MethodsOur project included two iterative steps: a national survey followed by a qualitative descriptive study. Service providers were recruited from the Transition Hub and invited to complete the survey and participate in the qualitative study. The survey was used to collect program information (e.g., setting, clinical population, program components), and semi-structured interviews were used to explore providers' perspectives on strengths, barriers, and gaps in transition services. Qualitative data were analyzed using the Framework Method.ResultsFifty-one surveys were completed, describing 48 programs (22 pediatric, 19 bridging, and 7 adult) across 9 provinces. Almost half of the surveyed programs were in Ontario (44%) and most programs were based in hospital (65%) and outpatient settings (73%). There was wide variation in the ages served, with most programs focused on specific diagnostic groups. Qualitative findings from 23 interviews with service providers were organized into five topics: (1) measuring transition success; (2) program strengths; (3) barriers and gaps; (4) strategies for improvement; and (5) drivers for change.ConclusionsWhile national transition guidelines exist in Canada, there is wide variation in the way young people and their families are supported. A national strategy, backed by local leadership, is essential for instigating system change toward sustainable and universally accessible support for healthcare transition in Canada.

PurposeTo explore the impact of family-centred service education on the knowledge, attitudes, self-efficacy, and practice of service providers working in paediatric disability.Materials and MethodsThe review was conducted in accordance with the Joanna Briggs Institute methodology for scoping reviews. The search strategy was completed in seven electronic databases. Screening and data extraction was undertaken by two reviewers. Data extraction included content, delivery methods and impact of professional development programs. A narrative synthesis was conducted.ResultsTwenty-two studies reported on twenty programs. Participants were from multiple disciplines in 13 programs and families were involved in development, delivery, or as participants, in nine. Program content typically related to participatory caregiving. Synthesis of findings suggested the 'active ingredients' were dynamic interactions among the participants and facilitators, and the program content and delivery methods, that promoted reflection and shifting perspectives among participants. Studies reported positive impacts on service provider attributes, but few studies evaluated behaviours in practice and broader influences on family-centred services.ConclusionsWhile all programs involved active participation and relevant content, programs promoting reflection, sharing perspectives as part of a diverse group, and lived experience through family involvement, supported learning about family-centred services as both a philosophy and a process.

ABSTRACT Background Attitudes toward childhood disability have historically focused on biomedical efforts on ‘fixing’. The introduction of WHO's ICF framework for health and Canadian researchers' ‘F‐words’ (functioning, fitness, fun, friends, family and future) have significantly changed the field. To explore whether the F‐words ideas influenced parents' perspectives on their child's abilities and rehabilitation goals, this qualitative pilot study introduced the F‐words to Iranian parents with a child with a developmental disability. Methods This study was conducted in Tabriz, Iran, in 2023, using Iranian educational F‐words materials built on ideas available on the CanChild F‐words Knowledge Hub. Data were collected through semistructured interviews with five mothers of children <5 years old with a developmental disability before and after attending an ‘F‐words Awareness Session’ and analysed using thematic analysis. Results In the preinterviews, six themes (and 20 subthemes) were identified: (i) routines (5); (ii) challenges (4); (iii) parental concerns (3); (iv) child's needs and priorities (3); (v) the role of parents in satisfying needs and challenges (2); and (vi) expectations of rehabilitation (3). In the postinterview, the same six themes and four additional subthemes emerged. Conclusion Findings from the pilot study showed that the intervention had an impact on the attitudes and behaviours of participants. Specifically, teaching about the F‐words reduced parents' emphasis on the concept of ‘normality’. Families' positive response to the ‘F‐words Awareness Session’ indicates their openness to incorporating this approach into their daily lives. These findings highlight the potential benefits of utilizing the F‐words in rehabilitation in Iran. Studies like these can serve as a foundation for developing effective strategies for integrating the F‐words into existing rehabilitation practices in Iran.

Background Authentic researcher-youth partnerships in patient-oriented research (POR) where the research responds to the needs expressed by youth themselves are essential to make research meaningful. While patient-oriented research (POR) is increasingly practiced, few training programs exist in Canada and none, to our knowledge, are tailored for youth with neurodevelopmental disabilities (NDD). Our primary objective was to explore the training needs of youth (ages 18–25) with NDD to enhance their knowledge, confidence, and skills as research partners. Our secondary objective was to identify the benefits and challenges of engaging youth with NDD in a POR approach. Methods Our team of four youth and one parent with lived experience [Youth Engagement in Research (YER) partners] and six researchers engaged in POR to investigate the primary objective via two phases: (1) individual interviews with youth living with NDD and (2) a two-day virtual symposium with focus groups with youth and researchers. Collaborative qualitative content analysis was employed to synthesize the data. Our secondary objective was assessed by asking our YER partners to complete the Public and Patient Engagement Evaluation Tool (PPEET) survey and participate in reflective discussions. Results Phase 1 participants (n = 7) identified various barriers and facilitators to their engagement in research and offered suggestions to meet their needs through minimizing barriers and integrating facilitators, which would subsequently enhance their knowledge, confidence, and skills as research partners. Informed by phase 1, phase 2 participants (n = 17) prioritized the following POR training needs: researcher-youth communication, research roles and responsibilities, and finding partnership opportunities. For delivery methods, participants stated the importance of youth representation, using Universal Design for Learning, and co-learning between youth and researchers. Based on the PPEET data and subsequent discussions, YER partners agreed that they were able to express views freely, feel that their views were heard, and that their participation made a meaningful difference. Challenges included scheduling difficulties, ensuring multiple methods for engagement, and working under short timelines. Conclusion This study identified important training needs for youth with NDD and for researchers to engage in meaningful POR, which can subsequently inform the co-production of accessible training opportunities with and for youth.

BACKGROUND There is growing interest in exploring how to move research findings into practice. Since 2014, a team of families and researchers has been working to promote and study the dissemination of the 'F-words for Child Development' (Function, Family, Fitness, Fun, Friends, and Future). This case study describes our dissemination strategies and uses the Diffusion of Innovation theory to understand the factors contributing to the uptake of the F-words - a function-promoting, strengths-based, and family-centred innovation in child health and development. METHODS Between November 2011 and November 2021 we collected data from multiple sources: our dissemination strategies, including affiliated documents/artifacts (e.g., videos, presentations, etc.) and evaluation data (e.g., surveys, Google/video analytics, etc.). We used a two-step analysis: (1) a chronological time series to describe the processes involved along with indicators of dissemination over time (e.g., increase knowledge and awareness); and (2) Diffusion of Innovation theory to explore the factors that contributed to the uptake of the F-words. RESULTS Multi-faceted dissemination strategies were essential to raise awareness and increase families' and service providers' knowledge of the F-words. These included three primary strategies: i) development and distribution of educational materials; ii) presentations at educational meetings; and iii) educational outreach visits. Additional strategies, such as the use of mass media, collaboration with early adopters/champions, and the involvement of family members further supported dissemination efforts. Diffusion of Innovation factors (innovation characteristics, time, social systems, and communication channels) all contributed to the uptake of this innovation. CONCLUSIONS Purposeful planned dissemination practice, to increase knowledge and awareness of an innovation, is an important step in the knowledge translation process. Over a period of ten years, through the use of multiple dissemination strategies conducted in partnership with families and service providers, the F-words have spread globally. Diffusion of Innovation theory has served to help understand how and why the F-words are being shared and adopted around the world.

Purpose: Service providers are adopting the "F-words" in practice as a strengths-based approach to childhood disability. This study aimed to gain insight into service providers' uses of the "F-words", associated barriers, and knowledge translation strategies needed to support implementation. Methods: Service providers were invited to participate in an interview after completing an online survey on their clinical implementation of the "F-words". Content analysis provided insight into use of the "F-words" and perceived barriers; and to identify knowledge translation strategies to facilitate implementation. Results: Twenty-one service providers from nine countries participated in interviews. Applications of the "F-words" included its use as a conceptual framework, directly in practice, and in teaching/training. Barriers included conflicting attitudes, insufficient funding, language, and misalignment with organizational/government priorities. To support the adoption of the "F-words", participants recommended knowledge translation strategies including local opinion leaders, linkage and exchange, educational outreach and meetings, and distribution of educational materials. Conclusions: Understanding uses, barriers to use, and knowledge translation strategies will inform future directions to move the "F-words" into practice. A critical step in bridging the research-to-practice gap and encouraging more widespread adoption requires collaboration with service providers to tailor knowledge translation strategies to fit the local context.

Youth with an autism spectrum disorder (ASD) often require additional supports during the period of transition to from high school to post-secondary education or career paths. Peer mentorship (PM) programmes create opportunities to support youth with ASD in identifying their personal, academic and career goals after graduating from high school; however, there is limited insight about the components of these programmes that are valued by both participants and peer mentors and that are perceived to contribute to the overall success of a programme in achieving their goals. Our objective was to identify, describe and synthesize the components of PM programmes valued by youth with ASD and their peer mentors, as well as to document their experiences in these transitional support services. A meta-ethnography was conducted to synthesize qualitative and mixed methods studies of PM programmes for youth with ASD. A systematic search of seven databases yielded 142 nonduplicate articles. Data analysis and synthesis involved (1) extraction of raw data; (2) extraction of study authors' interpretations, followed by inductive coding; (3) synthesis of key themes and (4) schematic diagram development to illustrate the relationship of themes. Ten studies of PM programmes from Canada (2), United States (4), Australia (3) and United Kingdom (1) were included. Extracted data reflected experiences of 131 mentees and 82 mentors. The essential programme components identified were (1) mentorship, (2) skill building, (3) peer group and (4) facilitating transition. PM characterized by clear communication and connection between mentors and mentees was valuable to the success of the programme. Peer mentors played an essential role to facilitate the positive experiences that mentees had with programme components, including interactions with peer groups. Successful PM programmes created a safe environment for mentees to practice skills and helped mentees gain confidence to expand their roles to take leadership in their learning.

Aims: The 'F-words in Childhood Disability' - operationalizing the International Classification of Functioning, Disability and Health Framework - have attracted great interest around the world. However, we have yet to learn how service providers (SPs) are using them. The aim of this study was to explore international SPs' attitudes toward and use of the 'F-words'. Methods: A survey was administered, guided by the Theory of Planned Behavior, including Likert-scaled statements and an open-ended question. Ninety-one SPs working with children with impairments from 27 countries completed the survey. Results: While 82 agreed the 'F-words' are good practice, only 60 are using the 'F-words'. Similarly, 52 SPs agreed that their colleagues approved of their use and 54 felt they were easy for families to use and understand. Respondents reported three main uses: (i) support of preexisting clinical approaches, (ii) direct integration into practice, and (iii) being taught in higher education. They also identified barriers to implementation (e.g., alternative clinical approaches and limited resources). Conclusions: Findings provide insights in how the 'F-words' are being used and the limitations thereof, which can inform future directions to support international implementation. With international SPs, we need to develop adapted dissemination tools to support uptake by individuals worldwide.

BACKGROUND The "F-words in childhood disability" (function, family, fitness, fun, friends, and future) were introduced in a concept paper in 2012 entitled, "The F-words in childhood disability: I swear this is how we should think!". The "F-words" are grounded in, and aim to operationalize, the World Health Organization's (World Health Organization, 2001) International Classification of Functioning, Disability and Health (ICF) framework. A citation analysis was conducted to explore the extent of research uptake of the "F-words" concepts. METHODS Three databases-Google Scholar, Wiley Online, and Web of Science-were searched from July 2012 to December 2018 for sources that cited the original F-words paper. Dates of publication and countries of first authors were extracted from all cited articles, and a taxonomy was developed to categorize the type of usage. RESULTS The search yielded 157 sources from 26 countries, and the number of citations has continued to increase since the paper's publication. Sources were placed into three categories: cited/referenced (n = 109; i.e., the paper was simply cited), integrated/informed (n = 36; i.e., the F-words were stated within the text), and non-English (n = 12). Of the 36 integrated/informed sources, 34 (94.4%) applied the F-words to the ICF framework and five themes emerged with respect to the use of the F-words: (a) support of a holistic approach to childhood disability, (b) association of the F-words to physical activity and rehabilitation, (c) application and measurement of quality of life, (d) F-words research team-related papers, and (e) "other" category. CONCLUSION This citation analysis shows that the F-words are mainly being used to operationalize the ICF, support a holistic approach to childhood disability, and inform physical activity and rehabilitation-based interventions. These perspectives will play an important role in informing the next steps with respect to moving the F-words into research and practice.