The Supports Intensity Scale Children's Version-Icelandic Translation: Examining Measurement Properties

Autor/inn/en	Thompson, James R.; Shaw, Leslie A.; Shogren, Karrie A.; Sigurðsson, Tryggvi; Stefándóttir, Guðny
Titel	The Supports Intensity Scale Children's Version-Icelandic Translation: Examining Measurement Properties
Quelle	In: American Journal on Intellectual and Developmental Disabilities, 125 (2020) 4, S.318-334 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-7515
Schlagwörter	Test Construction; Special Education; Students with Disabilities; Cultural Differences; Translation; Foreign Countries; Age Differences; Student Needs; Childhood Needs; Children; Adolescents; Family Environment; Neighborhoods; Access to Education; Educational Environment; Child Health; Child Safety; Social Life; Advocacy; United States; Iceland + Suchen Sie Ihr Suchwort? Testaufbau; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Kultureller Unterschied; Ausland; Age; Difference; Age difference; Altersunterschied; Childhood; needs; Kindheit; Bedürfnis; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Familienmilieu; Neighbourhoods; Nachbarschaft; Education; Access; Bildung; Zugang; Bildungszugang; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziales Leben; Sozialanwaltschaft; USA; Island
Abstract	An innovation in developing the Supports Intensity Scale--Children's Version (SIS-C) was the adoption of latent variable modeling approaches to norm development. In regard to translated versions of the SIS-C, the latent modeling approaches provided opportunities to leverage the large standardization sample generated in the United States (n=4,015) to generate translation-specific norms from data collected on smaller samples in other countries and enable future cross-cultural analyses. In this study, data were collected on children in Iceland who received special education services (as defined and delivered in Iceland), a more diverse group of children with disabilities than the U.S. sample. This provided a unique context to explore cross-cultural differences. Findings indicated the structure of the SIS-C (i.e., seven support need domains organized under an overall support needs construct), was supported in the Icelandic context. However, findings also suggested that supports planning teams in Iceland must consider specific age-related factors that differ from other cultural contexts (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aaiddjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01