A Psychometric Study of the Infant and Toddler Intervals of the Social Emotional Assessment Measure

Autor/inn/en	Squires, Jane K.; Waddell, Misti L.; Clifford, Jantina R.; Funk, Kristin; Hoselton, Robert M.; Chen, Ching-I
Titel	A Psychometric Study of the Infant and Toddler Intervals of the Social Emotional Assessment Measure
Quelle	In: Topics in Early Childhood Special Education, 33 (2013) 2, S.78-90 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121412463445
Schlagwörter	Psychometrics; Evaluation Methods; Social Development; Emotional Development; Behavior Development; Toddlers; Infants; Disabilities; Item Response Theory; Test Theory; Test Items; Difficulty Level; Age Differences; Developmental Stages; Test Reliability; Interrater Reliability; Interpersonal Competence; Family Programs; Early Intervention; Skill Development; Disability Identification; Interaction; Empathy; Self Concept; Cooperation; Adjustment (to Environment); Parents; Foreign Countries; Canada; Oregon; United States + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Soziale Entwicklung; Gefühlsbildung; Infant; Infants; Toddler; Kleinkind; Toddlers; Handicap; Behinderung; Item-Response-Theorie; Testtheorie; Test content; Testaufgabe; Schwierigkeitsgrad; Age; Difference; Age difference; Altersunterschied; Testreliabilität; Interrater-Reliabilität; Interpersonale Kompetenz; Family program; Familienprogramm; Kompetenzentwicklung; Qualifikationsentwicklung; Interaktion; Empathie; Selbstkonzept; Co-operation; Kooperation; Eltern; Ausland; Kanada; USA
Abstract	Psychometric and utility studies on Social Emotional Assessment Measure (SEAM), an innovative tool for assessing and monitoring social-emotional and behavioral development in infants and toddlers with disabilities, were conducted. The Infant and Toddler SEAM intervals were the study focus, using mixed methods, including item response theory modeling and classical test theory. Results using a Rasch one-parameter logistic model indicated model fit statistics were consistent for age and item difficulty as well as for ability and item characteristics. Classical test theory analyses generally confirmed the developmental structure; mean scores increased with age and were significantly correlated across 6-month increments. Reliability studies indicated strong internal consistency and moderate interrater agreement between teachers. Test-retest reliability results completed by parents online indicated significant agreement. Overall, 90% of parents reported the SEAM asked appropriate questions and took less than 10 min to complete. (Contains 5 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10