Validity of an Instrument That Assesses Functional Abilities in People with Profound Intellectual and Multiple Disabilities: Look What I Can Do!

Autor/inn/en	Wessels, Marleen D.; Paap, Muirne C. S.; Van der Putten, Annette A. J.
Titel	Validity of an Instrument That Assesses Functional Abilities in People with Profound Intellectual and Multiple Disabilities: Look What I Can Do!
Quelle	In: Journal of Intellectual & Developmental Disability, 46 (2021) 3, S.250-260 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wessels, Marleen D.) ORCID (Paap, Muirne C. S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
DOI	10.3109/13668250.2020.1785851
Schlagwörter	Test Validity; Ability Identification; Severe Intellectual Disability; Multiple Disabilities; Psychometrics; Factor Structure; Test Bias + Suchen Sie Ihr Suchwort? Testvalidität; Multiple disability; Mehrfachbehinderung; Psychometry; Psychometrie; Faktorenstruktur; Testkritik
Abstract	Background: Research about the psychometric properties of the Behavioural Appraisal Scales (BAS) in people with profound intellectual and multiple disabilities (PIMD) is limited. This study evaluates invariance in factor structure, item bias and convergent validity of the BAS. Methods: Data on the BAS from two studies (n = 25; n = 52) were analysed using the oblique multiple group method. The scale structure and item ordering were compared in the two groups. Convergent validity was assessed by correlating scores on the BAS with scores on two other instruments. Results: Of all items, 16-18% correlated stronger with other subscales of the BAS than the subscale they were originally assigned to. Scale structure and order of difficulty differed between groups. Correlations between the BAS and two other instruments varied from low to excellent (r = 0.48-0.85). Conclusions: The results support the construct validity of the BAS. Removing, reassigning and adapting items may enhance construct validity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01