Examining Underlying Relationships between the Supports Intensity Scale-Adult Version and the Supports Intensity Scale-Children's Version

Autor/inn/en	Seo, Hyojeong; Wehmeyer, Michael L.; Shogren, Karrie A.; Hughes, Carolyn; Thompson, James R.; Little, Todd D.; Palmer, Susan B.
Titel	Examining Underlying Relationships between the Supports Intensity Scale-Adult Version and the Supports Intensity Scale-Children's Version
Quelle	In: Assessment for Effective Intervention, 42 (2017) 4, S.237-247 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508417705084
Schlagwörter	Adults; Children; Needs Assessment; Measures (Individuals); Intellectual Disability; Validity; Scores; Intelligence; Adjustment (to Environment); Adolescents; Young Adults; Correlation; Maximum Likelihood Statistics; Statistical Analysis; Illinois; New York; Tennessee + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Bedarfsermittlung; Messdaten; Intellect; Disability; Disabilities; Verstand; Behinderung; Gültigkeit; Intelligenz; Klugheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Korrelation; Statistische Analyse
Abstract	Given the growing importance of support needs assessment in the field of intellectual disability, it is imperative to develop assessments of support needs whose scores and inferences demonstrate reliability and validity. The purpose of this study was to examine the criterion validity of scores on the "Supports Intensity Scale-Children's Version" (SIS-C) by identifying the relation of SIS-C scores to those on the "Supports Intensity Scale-Adult Version" (SIS-A) for youth on the boundary of appropriateness of the two assessments (ages 16-21). Using data from 142 youth who both completed the SIS-A and SIS-C, we found that parallel support need constructs on the two versions of the SIS have strong associations. In addition, there were similar relations between personal competency (i.e., intelligence and adaptive behavior) and support needs measured by the SIS-A and SIS-C. Implications for future research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01