Development, psychometrics and feasibility of the School Participation Questionnaire: A teacher measure of participation related constructs
Metadatos
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PERGAMON-ELSEVIER SCIENCE LTD
Materia
Assessment School Validity Rasch analysis Participation
Fecha
2020Referencia bibliográfica
Maciver, D., Tyagi, V., Kramer, J. M., Richmond, J., Todorova, L., Romero-Ayuso, D., ... & Forsyth, K. (2020). Development, psychometrics and feasibility of the School Participation Questionnaire: A teacher measure of participation related constructs. Research in Developmental Disabilities, 106, 103766. DOI: 10.1016/j.ridd.2020.103766.
Patrocinador
NHS Lothian; City of Edinburgh Council; Scottish GovernmentResumen
Background: We report development of the SPQ (School Participation Questionnaire) a teachercompleted measure of participation related constructs. The SPQ was developed to support
participation-related assessment, interventions, and research in the inclusive school context.
Methods: Several iterative steps were undertaken. An international panel of experts reviewed content
validity. A 66-item pilot questionnaire was administered in schools. Mokken and Rasch model
analysis were applied. Internal consistency was assessed using Cronbach’s alpha. Analyses were
conducted on associations with teacher and child demographic variables. Feedback was sourced
from users. Participants were teachers of 101 children (5− 12 years old) with a range of disabilities,
including intellectual disability, autism spectrum disorder and learning difficulties.
Results: Four participation-related dimensions of the SPQ were confirmed. Rasch person and item
reliability were good, and 2–4 strata were confirmed per scale. Internal consistency was good (all
scales, Cronbach α > 0.8). Mean administration time was 11.7 min. Mean SPQ scores were independent of teacher characteristics. A significant effect of school support level, eligibility for free
school meals and gender was found. Through synthesising analytic results and feedback, a new
46-item tool was obtained.
Conclusion: The results of this study provide evidence of acceptability, practicality and validity.
The SPQ is the first tool developed to assess participation related constructs in schools, and it
contains novel information not given by other assessments. The SPQ may be used by practitioners
and researchers to understand and improve the participation of children with a range of disabilities in schools.