For several categories of activities, the TQ also captures information about the frequency
of any problem an individual may have in performing a particular activity, again,
in common sense terms (e.g., “weekly,” “hourly”). Like the information about the intensity
of an individual’s problem with an activity, this information about the frequency
of a problem can also provide perspective on the effects of an impairment(s).
For example, a child who has “an obvious problem” on an hourly basis with “paying attention when spoken to directly,” “refocusing to task when necessary,”
“carrying out single-step instructions,” and “changing from one activity to another
without being disruptive,” may demonstrate a greater limitation in Attending and Completing
Tasks than a child who has “a serious problem” on a monthly basis with “completing work accurately without careless mistakes,” and “working at a reasonable
pace/finishing on time.”
This is important, because knowing the frequency of an individual’s problem, in combination
with its intensity, as well as the number of affected activities, can help in making
a judgment about the effects of an individual’s impairment on his or her functioning.