Assessing support needs in children with intellectual disability and motor impairments: measurement invariance and group differences

Aguayo, Virginia; Verdugo, Miguel Á.; Arias, Víctor; Guillén, Verónica; Amor, Antonio M.

doi:10.1111/jir.12683

Cited by 8 publications

(3 citation statements)

References 47 publications

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“…Application of the supports paradigm results in one's ability to assess the pattern and intensity of support needs and using this information for subgroup classification, aligning support needs to support strategies, and identifying and operationalizing systems of support elements (Gómez et al, 2021b). In this sense, AAIDD and INICO have also made an intensive work of development and adaptation of standardized assessment of support needs (e.g., Aguayo et al, 2019;Amor et al, 2021;Claes et al, 2009;Dizdarevic et al, 2020;Thompson et al, 2015Thompson et al, , 2016Verdugo et al, 2020).…”

Section: Supportsmentioning

confidence: 99%

The Application of Quality of Life in Services for Persons with Intellectual and Developmental Disabilities: Lines of intervention in Spain and Italy

Giaconi¹,

Verdugo²,

Bianco³

et al. 2022

Education Sciences and Society

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The concept of quality of life (QOL) has become a measurable construct of great value to all people, including people with intellectual and developmental disabilities (IDD). In particular, the field of IDD is currently experiencing a paradigm shift related to beliefs, assumptions, policies, and practices concerning people with disabilities and their families and the place and role they play in society. This article starts by reconstructing the state of the art of the application of QOL in Social Services, reconstructing its research developments, operational declinations and influences in social policies in Spain and Italy.

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Section: Supportsmentioning

confidence: 99%

The Application of Quality of Life in Services for Persons with Intellectual and Developmental Disabilities: Lines of intervention in Spain and Italy

Giaconi¹,

Verdugo²,

Bianco³

et al. 2022

Education Sciences and Society

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“…They have difficulties interacting with other children or participating in classroom discussions. In comparison with children with motor disorders, these children do not avoid contact but do have difficulties with communication, conditioned by their ID or lack of language skills [3,4].…”

Section: Introductionmentioning

confidence: 99%

Effect of a Method for Developing Communication Skills on Physical Activity in Children With Intellectual Disabilities

Mkrtchyan¹,

Margaryan²,

Hovhannisyan³

et al. 2022

hpc

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Access journal, all articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) License (http://creativecommons.org/licenses/by-nc-sa/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material, provided the original work is properly cited and states its license.

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“…As in the SIS-A [12], each activity is rated across three measurement methods (i.e., type of support, frequency, and daily support time) and the scores obtained through the use of the SIS-C count with evidence of validity and reliability [7]. The SIS-C has been adapted and validated in different contexts (e.g., [18]) and there is an increasing interest in investigating its appropriateness and evidence of validity and reliability for children and adolescents with other disabilities [19][20][21].…”

Section: Introductionmentioning

confidence: 99%

Toward a Better “Person–Environment Fit” through Items Calibration of the SIS-C

Arias

Amor

Verdugo

et al. 2020

IJERPH

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The Supports Intensity Scale–Children’s Version (SIS-C) is the only available tool to assess extraordinary support needs for children and adolescents with intellectual disability. In past years, several works have proclaimed the need for its ongoing improvement as a measurement instrument. To contribute to this line of research, the goal of this work is to analyze the reliability of the SIS-C and its usefulness to distinguish between different levels of intensity of support needs. To address this, 814 children and adolescents with intellectual disability (M = 11.13 years; SD = 3.41) were assessed using the SIS-C Spanish version. Item response theory analyses were conducted to estimate latent scores and assess measurement quality along the support needs continuum. The SIS-C items showed good overall discrimination and information values, and none showed problems that required their removal or modification. However, all the scales composing the SIS-C showed problems in discerning high levels of intensity of support needs, especially for children and adolescents with severe/profound intellectual disability. This ceiling effect may be an obstacle for both research and practice involving the SIS-C. Implications for research and practice are discussed, and future lines of research for improving the SIS-C are provided.

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Assessing support needs in children with intellectual disability and motor impairments: measurement invariance and group differences

Cited by 8 publications

References 47 publications

The Application of Quality of Life in Services for Persons with Intellectual and Developmental Disabilities: Lines of intervention in Spain and Italy

The Application of Quality of Life in Services for Persons with Intellectual and Developmental Disabilities: Lines of intervention in Spain and Italy

Effect of a Method for Developing Communication Skills on Physical Activity in Children With Intellectual Disabilities

Toward a Better “Person–Environment Fit” through Items Calibration of the SIS-C

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