Validation of the Wider Outcomes Survey for Teachers (WOST): A Measure for Assessing the Behaviour, Relationships and Exposure to Bullying of Children and Young People with Special Educational Needs and Disabilities (SEND)

Autor/inn/en	Wigelsworth, Michael; Oldfield, Jeremy; Humphrey, Neil
Titel	Validation of the Wider Outcomes Survey for Teachers (WOST): A Measure for Assessing the Behaviour, Relationships and Exposure to Bullying of Children and Young People with Special Educational Needs and Disabilities (SEND)
Quelle	In: Journal of Research in Special Educational Needs, 15 (2015) 1, S.3-11 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12030
Schlagwörter	Teacher Surveys; Questionnaires; Behavior Problems; Interpersonal Relationship; Bullying; Disabilities; Special Needs Students; Psychometrics; Test Validity; Elementary School Students; Secondary School Students; Factor Analysis; Hypothesis Testing; Outcomes of Education; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Fragebogen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Mobbing; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Psychometry; Psychometrie; Testvalidität; Sekundarschüler; Faktorenanalyse; Hypothesenprüfung; Hypothesentest; Lernleistung; Schulerfolg; Ausland
Abstract	The Wider Outcomes Survey for Teachers (WOST) is a teacher informant-report questionnaire developed to aid the assessment of behaviour difficulties, quality of relationships and exposure to bullying among students identified with special educational needs and disabilities (SEND). This study examines the psychometric properties of the WOST in a validation sample representing 6164 students with SEND (mean age 12 years) drawn from 481 primary and secondary schools across England. Results showed favourable internal consistency using Cronbach's alpha and acceptable model fit using confirmatory factor analysis, both of which were invariant to broad categorisations of SEND. Practical utility and construct validity were also established by testing two theoretically derived hypotheses. The measure is therefore tentatively supported as a useful tool for assessing the wider outcomes of students with SEND. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01