Please use this identifier to cite or link to this item:
|Other Titles:||Development of the Activity and Participation Scale for Young Students with Intellectual Disabilities|
National Taiwan Normal University Department of Special Education
Purpose: 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 Behavior
|Appears in Collections:||特殊教育研究學刊|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.