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|Other Titles:||Participation of Children with Developmental Delay in Preschool Activities|
National Taiwan Normal University Department of Special Education
Purpose: This study was twofold. First, the study developed an assessment tool called the Preschool Activity Participation Scale (PAPS) to help professionals observe and evaluate children’s participation in preschool activities; the reliability and validity of the PAPS were also established. Second, the study evaluated the performance of the participation of the children with and without developmental delay. Methods: The PAPS was designed to establish the shared constructs of participation within the most common contexts in preschool activities. The test items were designed for each of the following four preschool activities: circle time, drawing, games, and free play. The validation process was as follows. (1) Test items were designed according to the context of each activity and examined and revised separately through an exploratory factor analysis. (2) After the analysis, four shared constructs were identified, namely attention, response, adequate behavior, and interaction. (3) A second-order confirmatoryfactor analysis was utilized to examine the fitnessof the three shared constructs, namely attention, response, and adequate behavior. The test items for the four activities in each shared construct were used as the observation variables and analyzed through a second-order confirmatory factor analysis. Results/Findings: The results indicated that the fitnessof the following shared construct patterns was adequate: attention, response, and adequate behavior. The construct pattern of interaction tested through the confirmatoryfactory analysis was satisfactory. A total of 153 children with normal development and 16 with developmental delay (DD) participated in the process of the confirmator factor analysis. (4) The concurrent validity of the PAPS was also examined through the Vineland Adaptive Behavior Scale (VABS). The results showed the concurrent validity between the PAPS and VABS to be adequate. Notably, the interrater reliability was 0.8. The participation of the 30 pairs of children with and without DD was assessed by the PAPS. Conclusions/Implications: The results indicated that children with DD had significantly lower scores than their peers on the construct of attention in the circle time, group games, and free play activities; on the construct of response in all four activities; and on the construct of interaction in the free play activity. Notably, the children from both groups demonstrated similar performance levels on the construct of adequate behavior. Additionally, children with DD performed better in the activities of drawing, games, and free play than in the activity of circle time in terms of the construct of response. Children with DD performed similarly on the constructs of attention and adequate behavior in all four activities.
|Appears in Collections:||特殊教育研究學刊|
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