Evaluating the supports intensity scale as a potential assessment instrument for resource allocation for persons with intellectual disability

2013 ◽  
Vol 34 (6) ◽  
pp. 2056-2063 ◽  
Author(s):  
Yueh-Ching Chou ◽  
Yue-Chune Lee ◽  
Shu-chuan Chang ◽  
Amy Pei-Lung Yu
Inclusion ◽  
2014 ◽  
Vol 2 (2) ◽  
pp. 125-139 ◽  
Author(s):  
Virginia L. Walker ◽  
Stephanie N. DeSpain ◽  
James R. Thompson ◽  
Carolyn Hughes

Abstract The Support Needs Assessment and Problem-Solving (SNAP) process is intended to assist educational teams in identifying and implementing supports for children with intellectual disability and related developmental disabilities (ID/DD) in K-12 schools. Each phase of the SNAP process is described, including identification of high priority support needs based on information derived from the Supports Intensity Scale–Children's Version (SIS-C). Two case studies of school teams using the SNAP process to identify and implement supports that enhanced opportunities for learning and participation of children in inclusive settings are presented. The importance of understanding children with ID/DD by their support needs and implications for team planning in K-12 schools are discussed.


2017 ◽  
Vol 42 (4) ◽  
pp. 237-247 ◽  
Author(s):  
Hyojeong Seo ◽  
Michael L. Wehmeyer ◽  
Karrie A. Shogren ◽  
Carolyn Hughes ◽  
James R. Thompson ◽  
...  

Given the growing importance of support needs assessment in the field of intellectual disability, it is imperative to develop assessments of support needs whose scores and inferences demonstrate reliability and validity. The purpose of this study was to examine the criterion validity of scores on the Supports Intensity Scale–Children’s Version (SIS-C) by identifying the relation of SIS-C scores to those on the Supports Intensity Scale–Adult Version (SIS-A) for youth on the boundary of appropriateness of the two assessments (ages 16–21). Using data from 142 youth who both completed the SIS-A and SIS-C, we found that parallel support need constructs on the two versions of the SIS have strong associations. In addition, there were similar relations between personal competency (i.e., intelligence and adaptive behavior) and support needs measured by the SIS-A and SIS-C. Implications for future research and practice are discussed.


2017 ◽  
Vol 122 (6) ◽  
pp. 511-524 ◽  
Author(s):  
Climent Giné ◽  
Ana Luisa Adam ◽  
Josep Font ◽  
Francesc Salvador-Bertran ◽  
Natasha Baqués ◽  
...  

Abstract Data from 949 children and adolescents with intellectual disability ages 5 to 16 for whom the Supports Intensity Scale–Children's Version–Catalan Translation was completed was used, in combination with data from the U.S. standardization sample, to examine measurement invariance and latent differences in the Catalonian sample. Results suggest that the same set of items can be used to measure support needs across U.S. and Catalonia samples and that there are age-related differences in support needs in the Catalonia sample, particularly between children ages 5 to 10 and 11 to 16 years of age. This differs from findings with the U.S. sample, where differences were found in a greater number of age cohorts. Implications for future research and practice are discussed.


Author(s):  
Miguel-Angel Verdugo ◽  
Benito Arias ◽  
Alba Ibáñez ◽  
Robert L. Schalock

Abstract The Supports Intensity Scale (SIS) is used to determine the profile and intensity of the supports needed by a person to participate successfully in major life activities. With its publication into 13 languages, a need has arisen to document its reliability and validity across language and cultural groups. Here we explain the adaptation and the validation process of the SIS on a Spanish sample of 885 people with intellectual disability. Results of the study are discussed in terms of the reliability and validity of the SIS on the Spanish sample and its efficacy for multiple uses in Spain.


2016 ◽  
Vol 121 (2) ◽  
pp. 139-150 ◽  
Author(s):  
Gudmundur Arnkelsson ◽  
Tryggvi Sigurdsson

Abstract We argue that the construct of support needs as used in the field of intellectual disability (ID) offers applicability for persons with motor disabilities. To explore the validity of the Supports Intensity Scale (SIS) in groups other than ID, we studied the criterion validity for persons with motor disability in a population sample. The SIS showed excellent criterion validity, explaining 62–69% of the variance depending on different combinations of variables suggested by the literature. A distinctive pattern of support needs specific to motor disability was evident, supporting the sensitivity of the SIS for this population. In conclusion, the SIS is found to be an appropriate and valid instrument for assessing support needs in persons with motor disabilities.


2016 ◽  
Vol 32 (4) ◽  
pp. 293-304 ◽  
Author(s):  
Karrie A. Shogren ◽  
Michael L. Wehmeyer ◽  
Hyojeong Seo ◽  
James R. Thompson ◽  
Robert L. Schalock ◽  
...  

This study compared the reliability, validity, and measurement properties of the Supports Intensity Scale–Children’s Version (SIS-C) in children with autism and intellectual disability ( n = 2,124) and children with intellectual disability only ( n = 1,861). The results suggest that SIS-C is a valid and reliable tool in both populations. Furthermore, the results of multi-group confirmatory factor analyses suggest that measurement invariance can be established across the two groups but that latent differences are present. Specifically, children with autism and intellectual disability tend to have higher intensities of support needs in social activities across age cohorts (5- to 6-, 7- to 8-, 9- to 10-, 11- to 12-, 13- to 14, and 15- to 16-year-olds), and children with intellectual disability only tended to have stronger correlations among support need domains measured on the SIS-C. Implications for applying the SIS-C to assessment and support planning are described.


Author(s):  
Sofie Kuppens ◽  
Goele Bossaert ◽  
Wil Buntinx ◽  
Catherin Molleman ◽  
Ann Van den Abbeele ◽  
...  

Abstract The Supports Intensity Scale (SIS) was developed to provide information on the support needs of persons with intellectual disability. Our aim here was to evaluate the factorial validity of the SIS in a sample of 14,862 persons with intellectual disability. The structure of the instrument as promulgated by the developers was tested and its stability evaluated across gender, age, disability complexity, and disability severity groups. Confirmatory factor analysis supported the originally proposed subscale structure. The six-factor structure yielded strict factorial invariance across gender, age, and disability complexity, whereas invariance of factor configuration was merely established across disability severity groups. Possible explanations and implications of these findings are discussed.


2021 ◽  
Vol 126 (5) ◽  
pp. 361-376
Author(s):  
Mayumi Hagiwara ◽  
Graham G. Rifenbark ◽  
Karrie A. Shogren ◽  
James R. Thompson

Abstract This secondary analysis examined the impact of respondent-level factors on scores on the Supports Intensity Scale–Adult Version (SIS-A) to determine if there were patterns of differences in SIS-A scores based on the number of respondents and the pairings of respondents that were included in SIS-A interviews. Results indicated that having fewer respondents led to a greater variability in SIS-A scores whereas having more respondents led to higher mean, overall support need scores. When respondents included an adult with intellectual disability (ID) the mean score was significantly lower. However, there were complex influences of pairing an adult with ID with either a professional or family member on SIS-A scores. Implications for administering and using the SIS-A are discussed.


Assessment ◽  
2017 ◽  
Vol 26 (7) ◽  
pp. 1307-1319 ◽  
Author(s):  
Miguel A. Verdugo ◽  
Victor B. Arias ◽  
Verónica M. Guillén

Support needs represent the intensity of support required by a person with a disability in order to take part in the activities related to normative human functioning. The Supports Intensity Scale for Children (SIS-C) is possibly the most promising tool for assessing and designing individualized support programs in children with intellectual disability. The SIS-C measures support needs across 61 activities, each one assessed along three methods: type of support, frequency, and daily time during which support is to be given. We investigated the impact of method effects in the SIS-C through a bifactor approach to the analysis of multitrait–multimethod matrices. The results suggest that neither intensity nor frequency scales produced method effects that significantly distorted the measurement of support needs. However, the daily support time method had substantial undesirable effects on five of the seven subscales of support needs. Considerations about support needs assessment and future modifications of the scale are discussed.


2009 ◽  
Vol 47 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Diane Morin ◽  
Virginie Cobigo

Abstract The definition of intellectual disability, according to the American Association on Intellectual and Developmental Disabilities, includes the assumption that adequate supports should improve a person's functioning. Consequently, support needs have to be assessed to plan services for persons with intellectual disability. The Supports Intensity Scale (SIS; J. R. Thompson et al., 2004) is a standardized instrument for assessing support needs and their intensity. This study was designed to estimate the interrespondent, interinterviewer coefficients of the French version of the SIS. Approximately 40 persons with intellectual disabilities from Quebec, a Canadian province, participated in this study. For each participant, 2 respondents and 2 interviewers were identified and 3 French SIS questionnaires were filled out. Results are presented and discussed compared with those obtained with the original, English-based SIS.


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