Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorWan-Feng Changen_US
dc.contributor.authorYuh-Yih Wuen_US
dc.contributor.authorChing-Chiang Chenen_US
dc.description.abstractPurpose: This study involved compiling an activity and participation scale (APS) for students with intellectual disabilities between the ages of 12 and 18 years and assessing these students. The scale is based on the activity and participation dimension derived from the International Classification of Functioning, Disability, and Health for Children and Youth developed by the World Health Organization. Furthermore, the study involved testing the reliability and validity of the scale and establishing a norm for its use in identifying and teaching students with intellectual disabilities. Finally, a factor analysis was conducted to explore the theoretical framework of the activity and participation dimension. Methods: Initially, a questionnaire was compiled. Thirteen scholars and experts assessed the questionnaire, and an Aiken content validity coefficient was used to modify specific questions. Subsequently, a pretest questionnaire comprising 276 questions was developed. In the pretrial stage, 390 junior and senior high school students from Kaohsiung, Taiwan with intellectual disabilities were assessed conducted. The Rasch model was applied to the pretest questionnaires to examine the psychometric properties of the APS; two questions exhibiting an inadequate fit were deleted. A formal questionnaire was established and administered to students with intellectual disabilities and students without intellectual disabilities at a junior and senior high school in Taiwan. According to various statistical analyses, the questionnaire exhibited adequate reliability and validity. Results/Findings: The reliability, including test-retest reliability (r=.84-.95) and rater consistency reliability (r=.66-.84), was acceptable. The internal consistency (α=.79-.98) was considerably high. The content validity, criterion-related validity, and construct validity were tested. The concurrent validity was satisfactory in two criterion-referenced tests (revision of the Chinese Adaptive Behavioren_US
dc.publisherNational Taiwan Normal University Department of Special Educationen_US
dc.subject.otherInternational Classification of Functioningen_US
dc.subject.otherand Health for Children and Youth (ICF-CY)en_US
dc.subject.otheractivity & participationen_US
dc.subject.otherintellectual disabilitiesen_US
dc.subject.otheradaptive behavioren_US
dc.title.alternativeDevelopment of the Activity and Participation Scale for Young Students with Intellectual Disabilitieszh_tw
Appears in Collections:特殊教育研究學刊

Files in This Item:
File SizeFormat 
ntnulib_ja_A0701_3903_049.pdf990.24 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.