Hyojeong Seo

Preliminary Validity and Reliability of Scores on the Self-Determination Inventory: Student Report Version:

The purpose of this article is to describe preliminary psychometric characteristics of a student self-report measure of self-determination, the Self-Determination Inventory: Student Report version (SDI-SR), designed for youth with and without disabilities. We administered the draft assessment to 311 youth and examined item functioning using structural equation modeling and item response theory. The 50 items that demonstrated strong psychometric properties were examined for construct validity using a series of confirmatory factor analyses. Overall, the pilot measure aligned well with the theoretical framework that guided its development, demonstrating acceptable model fit in adolescents with and without disabilities. Implications for further development and practice are discussed.

The Supports Intensity Scale–Children's Version: Preliminary Reliability and Validity

Abstract This article introduces the Supports Intensity Scale–Childrens Version (SIS-C) designed and normed to be used with children across multiple contexts, including home, school, and community...

On the Benefits of Latent Variable Modeling for Norming Scales: The Case of the "Supports Intensity Scale-Children's Version".

Structural equation modeling (SEM) is a powerful and flexible analytic tool to model latent constructs and their relations with observed variables and other constructs. SEM applications offer advantages over classical models in dealing with statistical assumptions and in adjusting for measurement error. So far, however, SEM has not been fully used to develop norms of assessments in educational or psychological fields. In this article, we highlighted the norming process of the Supports Intensity Scale – Children’s Version (SIS-C) within the SEM framework, using a recently developed method of identification (i.e., effects-coding method) that estimates latent means and variances in the metric of the observed indicators. The SIS-C norming process involved (a) creating parcels, (b) estimating latent means and standard deviations, (c) computing T scores using obtained latent means and standard deviations, and (d) reporting percentile ranks.

Examining the Reliability and Validity of the Supports Intensity Scale–Children’s Version in Children With Autism and Intellectual Disability:

This study compared the reliability, validity, and measurement properties of the Supports Intensity Scale–Children’s Version (SIS-C) in children with autism and intellectual disability (n = 2,124) and children with intellectual disability only (n = 1,861). The results suggest that SIS-C is a valid and reliable tool in both populations. Furthermore, the results of multi-group confirmatory factor analyses suggest that measurement invariance can be established across the two groups but that latent differences are present. Specifically, children with autism and intellectual disability tend to have higher intensities of support needs in social activities across age cohorts (5- to 6-, 7- to 8-, 9- to 10-, 11- to 12-, 13- to 14, and 15- to 16-year-olds), and children with intellectual disability only tended to have stronger correlations among support need domains measured on the SIS-C. Implications for applying the SIS-C to assessment and support planning are described.

Examining age-related differences in support needs on the Supports Intensity Scale-Children's Version-Spanish translation

Background: Interest in the support needs of people with intellectual disability has directed attention to developing assessments to measure of the pattern and intensity of supports which people need to participate in valued life activities. Assessments of the support needs of children must account for the influence of age. Method: Four hundred fifty (450) Spanish children with intellectual disability (ages 5-16) were assessed with the SIS-C Spanish. To test for measurement invariance and latent differences, the SIS-C Spanish standardization sample was linked to the SIS-C English normative sample. Models developed during the norming process were used to investigate measurement equivalence across age groups, differences in latent means, and differences in latent variances and standard deviations. Results: Findings suggested that all items on the SIS-C Spanish could reliably be used to measure support needs of children ages 5-16. When exploring age-related differences at the latent level, however, data showed latent mean differences in support need domain scores across age cohorts. Conclusions: The same set of items can be used to measure support needs in children ages 5-16, but age-related influences must be considered in developing norms for the SIS-C Spanish as well as in planning supports for children.

Construct Validation of the Supports Intensity Scale – Children and Adult Versions: An Application of a Pseudo Multitrait-Multimethod Approach

This study examined the convergent validity of the Supports Intensity Scale - Adult Version (SIS-A; Thompson et al., 2015a ) and Supports Intensity Scale - Childrens Version (SIS-C; Thompson et al., 2016a ). Data from SISOnline (n = 129,864) for the SIS-A and from the SIS-C standardization sample (n = 4,015) were used for analyses. Using a pseudo multitrait-multimethod model, we estimated observed support needs scores as shared trait (support needs concept) and method (type, frequency, and daily support time) variances. Overall, trait variances more strongly influenced support needs scores than method variances, supporting the convergent validity of both versions of SIS. Findings also suggested that each of three methods of measuring support needs uniquely contributed to observed support needs ratings although different patterns existed between the SIS-A and SIS-C.

Impact of the Protection and Advocacy Subscale on the Factorial Validity of the Supports Intensity Scale-Adult Version.

The Supports Intensity Scale-Adult Version is a standardized assessment of support needs. This study examined the factorial validity of the standardized portion of the scale, finding that the six-factor model (Home Living, Community Living, Lifelong Learning, Employment, Health and Safety, Social Activities) demonstrated good fit, and that the inclusion of the Protection and Advocacy Scale did not affect fit and contributed unique information. Age and gender impacted intensity of support needs, with those of transition age and in late adulthood having the highest intensities. Gender also impacted support needs, but in fewer instances. Implications for future research are discussed.

A Two-Group Confirmatory Factor Analysis of The Arc’s Self-Determination Scale With Students With Emotional/Behavioral Disorders or Learning Disabilities

Given the emphasis on promoting self-determination in the field of special education and the corresponding use of scales to measure self-determination in research and practice, it is important to examine whether widely used self-determination assessments measure the same constructs among and between students from different disability categories. This study examined the equivalence of measurement and structural parameters of The Arc’s Self-Determination Scale (SDS) across groups of students with emotional and behavioral disorders (EBD) or learning disabilities (LD), using a two-group confirmatory factor analysis (CFA). The results indicated that four essential elements of self-determined behavior that form the structure of the SDS (i.e., autonomy, self-regulation, psychological empowerment, and self-realization) are invariant across the two groups. In addition, students with EBD indicated lower levels of autonomy compared with those with LD. Implications and future directions for research and practice are discussed.

The benefits of latent variable modeling to develop norms for a translated version of a standardized scale

This article demonstrates the use of structural equation modeling to develop norms for a translated version of a standardized scale, the Supports Intensity Scale – Children’s Version (SIS-C). The latent variable norming method proposed is useful when the standardization sample for a translated version is relatively small to derive norms independently but the original standardization sample is larger and more robust. Specifically, we leveraged a large, representative US standardization sample (n = 4,015) to add power and stability to a smaller Spanish (n = 405) standardization sample. Using a series of multiple-group mean and covariance structures confirmatory factor analyses using effects-coded scaling constraints, measurement invariance was tested across (a) Spanish only and (b) both US and Spanish age bands (5–6, 7–8, 9–10, 11–12, 13–14, and 15–16). After establishing measurement invariance across the US and Spain, tests for latent means and variance differences within age-bands were only performed for Spanish data; the latent means and variances in the US sample were freely estimated. The study findings suggest that the information in the US data stabilized the overall model parameters, and the inclusion of the US sample did not influence on the norms of the SIS-C Spanish Translation.

Exploring Shared Measurement Properties and Score Comparability Between Two Versions of the Supports Intensity Scale

This study examined similarities and differences in measurement properties and score comparability of the Supports Intensity Scale–Adult Version (16–64 years) and the Supports Intensity Scale–Children’s Version (5–16 years). Data were collected from 142 adolescents with intellectual disability with both versions of the Supports Intensity Scale. Data analyses indicated clear alignment of the specific set of items across parallel activity domains, as well as support for score comparability across two assessments. This suggests the two versions of Supports Intensity Scale can be used with confidence with transition-aged students to assess their support needs and inform supports planning, depending on the purpose of assessment. Implications and future directions for research and practice are discussed.