背景與前言：「國際健康功能與身心障礙分類系統一兒童與青少年版」（ICF-CY)改變了兒童物理 治療師的概念與服務，朝向著重功能與生活參與，並考量環境與個人因素之影響，符合以家庭為 中心之早期介入趨勢。本文介紹臺大醫院小兒物理治療組如何應用ICF-CY於服務及教學，以為相 關人員參考。臨床服務與教學之應用：（1)修訂兒童物理治療評估表，涵蓋ICF-CY各成份，並將改 善環境因素，增加活動與參與列為優先介入目標；⑵以ICF-CY功能剖面圖呈現個案功能全貌’進 而擬訂目標與介入策略於個別化治療計畫中；⑶將前述知能納入實習課程或新進物理治療師訓練 計畫課程目標之一；並要求大四實習同學整合使用ICF-CY模式、個案處理模式與實證執業於全科 之個案報吿。未來展望：除目前理論架構之應用外，未來希望能進一步運用ICF-CY編碼系統與功 能剖面圖以促進團隊間溝通與療育目標整合；另外配合新版評估表之設計，於評估項目中再加入 重要代碼與使用限定值作為記錄方式。（物理治療2013;38(1):50-61 )

Background and Purpose: The International Classification of Functioning, Disability and Health- Children and Youth Version (ICF-CY) has changed the clinical reasoning and service delivery in pediatric physical therapy. Nowadays pediatric physical therapists focus on improvement of function and participation in real life situation; take the environmental and personal factors into consideration, and emphasize family-centered intervention. This article, based on an example of pediatric physical therapy, National Taiwan University Hospital, introduced the implementation of ICF-CY in teaching and clinical services. Implementation of ICF-CY included: 1). revision of the pediatric physical therapy evaluation reports to include all the components of ICF-CY, and aimed at improving environment factors and increasing function and participation as priority in intervention; 2). using the ICF-CY functional profile to present individual function in a holistic viewpoint, and guide goaJ setting and designing of intervention plans; 3). including understanding and applying ICF-CY as one of the goals in internship and Post Graduate Year training. All the forth-year students are required to present a case during their internship by using the ICF/ICF-CY model, client management model and evidence based practice. Future Prospect: In addition to implementation of theoretic framework of ICF-CY, the application of the ICF-CY classification system and functional profile may be used to facilitate team communication and integration of goals in intervention, and more codes and qualifiers will be used in documentation. (FJPT 2013;38(1):50-61)