Supports Intensity Scale–-Children’s Version

Support needs represent the intensity of support required by a person with a disability in order to take part in the activities related to normative human functioning. The Supports Intensity Scale for Children (SIS-C) is possibly the most promising tool for assessing and designing individualized support programs in children with intellectual disability. The SIS-C measures support needs across 61 activities, each one assessed along three methods: type of support, frequency, and daily time during which support is to be given. We investigated the impact of method effects in the SIS-C through a bifactor approach to the analysis of multitrait-multimethod matrices. The results suggest that neither intensity nor frequency scales produced method effects that significantly distorted the measurement of support needs. However, the daily support time method had substantial undesirable effects on five of the seven subscales of support needs. Considerations about support needs assessment and future modifications of the scale are discussed.

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confidence: 99%

Are Type, Frequency, and Daily Time Equally Valid Estimators of Support Needs in Children With Intellectual Disability? A Multitrait–Multimethod Analysis of the Supports Intensity Scale for Children (SIS-C)

2017

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“…For the IMD group, the principal diagnosis was cerebral palsy (CP), as it is one of the most frequent physical disabilities in childhood and has been associated with ID in half of the cases (Novak et al 2012). The Supports Intensity Scale-Children's Version (SIS-C; Thompson et al 2016) was used to assess the support needs. The Supports Intensity Scale-Children's Version (SIS-C; Thompson et al 2016) was used to assess the support needs.…”

Section: Objectives Of the Present Studymentioning

confidence: 99%

“…The scale used was the SIS-C ( Thompson et al 2016) adapted to Spanish (Verdugo et al 2016;Verdugo et al 2017). It aims to assess the extraordinary support that children or adolescents (aged 5 to 16 years) with ID, in comparison with their peers without disabilities, need to participate successfully in different activities of their daily lives.…”

Section: Instrumentmentioning

confidence: 99%

“…Besides, all levels of ID are represented within the CP spectrum (Bertoncelli et al 2019). The Supports Intensity Scale-Children's Version (SIS-C; Thompson et al 2016) was used to assess the support needs. The SIS-C has been widely used in the field of IDD (Thompson et al 2018) to estimate the support that children or adolescents need to participate successfully in different areas of their daily lives (home, community, school participation, school learning, health, social and advocacy activities).…”

Section: Objectives Of the Present Studymentioning

confidence: 99%

“…Each parcel was the sum of the responses to the items for each of the three measurement methods. This way, for example, the 'Home' dimension was measured by the sum of the responses to the items of type, frequency and daily support time required for household activities (according to the SIS-C manual to obtain raw scores of support needs; Thompson et al 2016).…”

Section: Fit Of Base Models and Measurement Invariance Analysismentioning

confidence: 99%

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

Aguayo

Verdugo

Arias

et al. 2019

J intellect Disabil Res

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Background This study assessed the equivalence of the measurement of support needs between children with intellectual disability (ID) and children with intellectual and motor disabilities (IMD) and compared both groups in the different domains of support. Method The Supports Intensity Scale‐Children's Version was used to assess the support needs of 713 children with ID and 286 children with IMD, mainly associated with cerebral palsy. Results The results supported measurement invariance between the group of ID and IMD, which allowed to conduct comparison between them. Children with IMD scored higher on support needs than did children without IMD, suggesting that children with IMD needed more support than their peers without motor impairments. Furthermore, the ID levels interacted with motor impairments: at the highest levels of ID, groups tended to be similar in support needs, with high scores and low variability. The greatest differences were found in the domains of Home and Community activities. Conclusions This study points to the across‐condition of the construct of support needs in populations with intellectual and developmental disabilities. However, additional mobility impairments should be considered during the evaluation and planning of systems of support. In this regard, the Supports Intensity Scale‐Children's Version might have limitations when discriminating between samples with high support needs.

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Support Needs of Children With Intellectual and Developmental Disabilities: Age-Related Implications for Assessment

et al. 2015

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The Supports Intensity Scale–Children's Version (SIS‐C) was developed to assess the support needs of children and youth aged 5 to 16 years with intellectual and developmental disabilities. Data from the standardization sample of the SIS‐C were analyzed to evaluate the impact of the age cohorts (5–6, 7–8, 9–10, 11–12, 13–14, and 15–16 years) used to stratify the sample on the measurement model, as well as the latent means, standard deviations, and correlations. The findings confirmed measurement invariance across age cohorts, but suggested that at the latent level, younger children, generally, have more intensive support needs and that as students with intellectual disability age, their support needs decrease. In addition, the 15‐ to 16‐year‐old cohort displayed differences in terms of the strength of correlations between support need domains, with stronger correlations than the other age groups. Implications for future research and practice are described.

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Supports Intensity Scale–-Children’s Version

Cited by 26 publications

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Are Type, Frequency, and Daily Time Equally Valid Estimators of Support Needs in Children With Intellectual Disability? A Multitrait–Multimethod Analysis of the Supports Intensity Scale for Children (SIS-C)

Are Type, Frequency, and Daily Time Equally Valid Estimators of Support Needs in Children With Intellectual Disability? A Multitrait–Multimethod Analysis of the Supports Intensity Scale for Children (SIS-C)

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

Support Needs of Children With Intellectual and Developmental Disabilities: Age-Related Implications for Assessment

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