Support Needs of Children with Intellectual and Developmental Disabilities: Age-Related Implications for Assessment

Autor/inn/en	Shogren, Karrie A.; Seo, Hyojeong; Wehmeyer, Michael L.; Palmer, Susan B.; Thompson, James R.; Hughes, Carolyn; Little, Todd D.
Titel	Support Needs of Children with Intellectual and Developmental Disabilities: Age-Related Implications for Assessment
Quelle	52 (2015) 9, S.874-891 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/pits.21863
Schlagwörter	Intellectual Disability; Developmental Disabilities; Measures (Individuals); Needs Assessment; Cohort Analysis; Correlation; Age Differences; Children; Adolescents; Social Support Groups + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Messdaten; Bedarfsermittlung; Kohortenanalyse; Korrelation; Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Social support; Soziale Unterstützung
Abstract	The Supports Intensity Scale-Children's Version (SIS-C)was developed to assess the support needs of children and youth aged 5 to 16 years with intellectual and developmental disabilities. Data from the standardization sample of the SIS-C were analyzed to evaluate the impact of the age cohorts (5-6, 7-8, 9-10, 11-12, 13-14, and 15-16 years) used to stratify the sample on the measurement model, as well as the latent means, standard deviations, and correlations. The findings confirmed measurement invariance across age cohorts, but suggested that at the latent level, younger children, generally, have more intensive support needs and that as students with intellectual disability age, their support needs decrease. In addition, the 15- to 16-year-old cohort displayed differences in terms of the strength of correlations between support need domains, with stronger correlations than the other age groups. Implications for future research and practice are described. [This article was published in "Psychology in the Schools" (EJ1077471).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01