Exploring Shared Measurement Properties and Score Comparability between Two Versions of the "Supports Intensity Scale"

Autor/inn/en	Seo, Hyojeong; Shogren, Karrie A.; Wehmeyer, Michael L.; Hughes, Carolyn; Thompson, James R.; Little, Todd D.; Palmer, Susan B.
Titel	Exploring Shared Measurement Properties and Score Comparability between Two Versions of the "Supports Intensity Scale"
Quelle	39 (2016) 4, S.216-226 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/2165143415583499
Schlagwörter	Adolescents; Intellectual Disability; Special Needs Students; Transitional Programs; Rating Scales; Test Items; Item Analysis; Comparative Analysis; Comparative Testing; Student Needs; Needs Assessment; Measurement; Measures (Individuals); Interviews + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Intellect; Disability; Disabilities; Verstand; Behinderung; Sonderpädagogischer Förderbedarf; Rating-Skala; Test content; Testaufgabe; Itemanalyse; Bedarfsermittlung; Messverfahren; Messdaten; Interviewing; Interviewtechnik
Abstract	This study examined similarities and differences in measurement properties and score comparability of the "Supports Intensity Scale-Adult Version" (16-64 years) and the "Supports Intensity Scale-Children's Version" (5-16 years). Data were collected from 142 adolescents with intellectual disability with both versions of the "Supports Intensity Scale". Data analyses indicated clear alignment of the specific set of items across parallel activity domains, as well as support for score comparability across two assessments. This suggests the two versions of "Supports Intensity Scale" can be used with confidence with transition-aged students to assess their support needs and inform supports planning, depending on the purpose of assessment. Implications and future directions for research and practice are discussed. [This article was published in "Career Development and Transition for Exceptional Individuals" (EJ1116494).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01