Examining Underlying Relationships Between the Supports Intensity Scale–Adult Version and the Supports Intensity Scale–Children’s Version

2017 ◽  
Vol 42 (4) ◽  
pp. 237-247 ◽  
Author(s):  
Hyojeong Seo ◽  
Michael L. Wehmeyer ◽  
Karrie A. Shogren ◽  
Carolyn Hughes ◽  
James R. Thompson ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Needs Assessment ◽  
Adaptive Behavior ◽  
Reliability And Validity ◽  
Future Research ◽  
Support Needs ◽  
Intensity Scale ◽  
Research And Practice ◽  
Supports Intensity Scale ◽  
Using Data

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.

Examining Measurement Invariance and Differences in Age Cohorts on the Supports Intensity Scale–Children's Version–Catalan Translation

2017 ◽  
Vol 122 (6) ◽  
pp. 511-524 ◽  
Author(s):  
Climent Giné ◽  
Ana Luisa Adam ◽  
Josep Font ◽  
Francesc Salvador-Bertran ◽  
Natasha Baqués ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Measurement Invariance ◽  
Future Research ◽  
Support Needs ◽  
Intensity Scale ◽  
Research And Practice ◽  
Age Cohorts ◽  
Age Related ◽  
Supports Intensity Scale ◽  
The U.S

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.

Assessment and Planning in K-12 Schools: A Social-Ecological Approach

Inclusion ◽  
2014 ◽  
Vol 2 (2) ◽  
pp. 125-139 ◽  
Author(s):  
Virginia L. Walker ◽  
Stephanie N. DeSpain ◽  
James R. Thompson ◽  
Carolyn Hughes
Keyword(s):  
Intellectual Disability ◽  
Ecological Approach ◽  
Support Needs ◽  
Intensity Scale ◽  
Team Planning ◽  
Social Ecological ◽  
Inclusive Settings ◽  
Opportunities For Learning ◽  
Supports Intensity Scale ◽  
K 12

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.

Impact of the Protection and Advocacy Subscale on the Factorial Validity of the Supports Intensity Scale–Adult Version

2016 ◽  
Vol 121 (1) ◽  
pp. 48-64 ◽  
Author(s):  
Karrie A. Shogren ◽  
Hyojeong Seo ◽  
Michael L. Wehmeyer ◽  
James R. Thompson ◽  
Todd D. Little
Keyword(s):  
Factor Model ◽  
Health And Safety ◽  
Future Research ◽  
Support Needs ◽  
Factorial Validity ◽  
Intensity Scale ◽  
Transition Age ◽  
Supports Intensity Scale ◽  
And Gender ◽  
Home Living

Abstract The Supports Intensity Scale–Adult Version is a standardized assessment of support needs. This study examined the factorial validity of the standardized portion of the scale, finding that the six-factor model (Home Living, Community Living, Lifelong Learning, Employment, Health and Safety, Social Activities) demonstrated good fit, and that the inclusion of the Protection and Advocacy Scale did not affect fit and contributed unique information. Age and gender impacted intensity of support needs, with those of transition age and in late adulthood having the highest intensities. Gender also impacted support needs, but in fewer instances. Implications for future research are discussed.

scholarly journals Adaptation and Psychometric Properties of the Spanish Version of the Supports Intensity Scale (SIS)

2010 ◽  
Vol 115 (6) ◽  
pp. 496-503 ◽  
Author(s):  
Miguel-Angel Verdugo ◽  
Benito Arias ◽  
Alba Ibáñez ◽  
Robert L. Schalock
Keyword(s):  
Intellectual Disability ◽  
Psychometric Properties ◽  
Reliability And Validity ◽  
Spanish Version ◽  
Intensity Scale ◽  
Cultural Groups ◽  
Validation Process ◽  
Major Life ◽  
Supports Intensity Scale ◽  
Multiple Uses

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.

The Validity of the Supports Intensity Scale for Adults With Motor Disability

2016 ◽  
Vol 121 (2) ◽  
pp. 139-150 ◽  
Author(s):  
Gudmundur Arnkelsson ◽  
Tryggvi Sigurdsson
Keyword(s):  
Intellectual Disability ◽  
Population Sample ◽  
Criterion Validity ◽  
Support Needs ◽  
Distinctive Pattern ◽  
Intensity Scale ◽  
Motor Disability ◽  
Motor Disabilities ◽  
Supports Intensity Scale ◽  
Valid Instrument

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.

Examining the Reliability and Validity of the Supports Intensity Scale–Children’s Version in Children With Autism and Intellectual Disability

2016 ◽  
Vol 32 (4) ◽  
pp. 293-304 ◽  
Author(s):  
Karrie A. Shogren ◽  
Michael L. Wehmeyer ◽  
Hyojeong Seo ◽  
James R. Thompson ◽  
Robert L. Schalock ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Reliability And Validity ◽  
Children With Autism ◽  
Measurement Properties ◽  
Intensity Scale ◽  
Confirmatory Factor Analyses ◽  
Age Cohorts ◽  
Supports Intensity Scale ◽  
Confirmatory Factor ◽  
Children With Intellectual Disability

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.

scholarly journals Toward a Better “Person–Environment Fit” through Items Calibration of the SIS-C

2020 ◽  
Vol 17 (10) ◽  
pp. 3471 ◽  
Author(s):  
Víctor B. Arias ◽  
Antonio M. Amor ◽  
Miguel A. Verdugo ◽  
María Fernández ◽  
Benito Arias ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Children And Adolescents ◽  
Item Response ◽  
Measurement Instrument ◽  
Support Needs ◽  
Research And Practice ◽  
Person Environment Fit ◽  
Supports Intensity Scale ◽  
Different Levels ◽  
Information Values

The Supports Intensity Scale–Children’s Version (SIS-C) is the only available tool to assess extraordinary support needs for children and adolescents with intellectual disability. In past years, several works have proclaimed the need for its ongoing improvement as a measurement instrument. To contribute to this line of research, the goal of this work is to analyze the reliability of the SIS-C and its usefulness to distinguish between different levels of intensity of support needs. To address this, 814 children and adolescents with intellectual disability (M = 11.13 years; SD = 3.41) were assessed using the SIS-C Spanish version. Item response theory analyses were conducted to estimate latent scores and assess measurement quality along the support needs continuum. The SIS-C items showed good overall discrimination and information values, and none showed problems that required their removal or modification. However, all the scales composing the SIS-C showed problems in discerning high levels of intensity of support needs, especially for children and adolescents with severe/profound intellectual disability. This ceiling effect may be an obstacle for both research and practice involving the SIS-C. Implications for research and practice are discussed, and future lines of research for improving the SIS-C are provided.

Factorial Validity of the Supports Intensity Scale (SIS)

2010 ◽  
Vol 115 (4) ◽  
pp. 327-339 ◽  
Author(s):  
Sofie Kuppens ◽  
Goele Bossaert ◽  
Wil Buntinx ◽  
Catherin Molleman ◽  
Ann Van den Abbeele ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Intellectual Disability ◽  
Confirmatory Factor Analysis ◽  
Factorial Invariance ◽  
Support Needs ◽  
Factorial Validity ◽  
Intensity Scale ◽  
Supports Intensity Scale ◽  
Confirmatory Factor ◽  
Disability Severity

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.

Examining the Impact of Respondent-Level Factors on Scores on the Supports Intensity Scale – Children's Version

2019 ◽  
Vol 124 (4) ◽  
pp. 309-323 ◽  
Author(s):  
Mayumi Hagiwara ◽  
Karrie A. Shogren ◽  
Leslie A. Shaw
Keyword(s):  
Adaptive Behavior ◽  
Secondary Analysis ◽  
Intellectual Functioning ◽  
Support Needs ◽  
Intensity Scale ◽  
Significant Interaction Effect ◽  
Supports Intensity Scale ◽  
Functioning Level ◽  
The Impact ◽  
Child Age

Abstract This secondary analysis examined the impact of respondent-level factors on scores on the Supports Intensity Scale–Children's Version (SIS-C) for children and youth with intellectual disability to determine if there were any significant differences in the SIS-C scores by different respondent pairs when considering children's age, intellectual functioning level, and adaptive behavior level. Results indicated whenever a pair of respondents included a teacher or a paraprofessional, the support needs scores were lower than when the pair included a family member. Moreover, there was a significant interaction effect across respondent pairing, child age, and child intellectual functioning levels as well as across respondent pairing, child age, and child adaptive behavior levels. Implications for administration and use of the SIS-C are provided.

scholarly journals Are Type, Frequency, and Daily Time Equally Valid Estimators of Support Needs in Children With Intellectual Disability? A Multitrait–Multimethod Analysis of the Supports Intensity Scale for Children (SIS-C)

Assessment ◽  
2017 ◽  
Vol 26 (7) ◽  
pp. 1307-1319 ◽  
Author(s):  
Miguel A. Verdugo ◽  
Victor B. Arias ◽  
Verónica M. Guillén
Keyword(s):  
Intellectual Disability ◽  
Support Needs ◽  
Intensity Scale ◽  
Promising Tool ◽  
Supports Intensity Scale ◽  
Human Functioning ◽  
Method Effects ◽  
The Impact ◽  
Daily Time ◽  
Children With Intellectual Disability

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.

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