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.

scholarly journals Confirmatory factor analysis of the supports intensity scale for children

2016 ◽  
Vol 49-50 ◽  
pp. 140-152 ◽  
Author(s):  
Miguel A. Verdugo ◽  
Verónica M. Guillén ◽  
Benito Arias ◽  
Eva Vicente ◽  
Marta Badia
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Intensity Scale ◽  
Supports Intensity Scale ◽  
Confirmatory Factor

Confirmatory Factor Analysis of the Long and Short Forms of the Worry Domains Questionnaire

2009 ◽  
Vol 25 (4) ◽  
pp. 239-243
Author(s):  
Roberto Nuevo ◽  
Andrés Losada ◽  
María Márquez-González ◽  
Cecilia Peñacoba
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Factor Structure ◽  
Goodness Of Fit ◽  
Factorial Validity ◽  
Fit Indices ◽  
Short Forms ◽  
Confirmatory Factor ◽  
Positive Correlations ◽  
Future Work

The Worry Domains Questionnaire was proposed as a measure of both pathological and nonpathological worry, and assesses the frequency of worrying about five different domains: relationships, lack of confidence, aimless future, work, and financial. The present study analyzed the factor structure of the long and short forms of the WDQ (WDQ and WDQ-SF, respectively) through confirmatory factor analysis in a sample of 262 students (M age = 21.8; SD = 2.6; 86.3% females). While the goodness-of-fit indices did not provide support for the WDQ, good fit indices were found for the WDQ-SF. Furthermore, no source of misspecification was identified, thus, supporting the factorial validity of the WDQ-SF scale. Significant positive correlations between the WDQ-SF and its subscales with worry (PSWQ), anxiety (STAI-T), and depression (BDI) were found. The internal consistency was good for the total scale and for the subscales. This work provides support for the use of the WDQ-SF, and potential uses for research and clinical purposes 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.

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.

Sign in / Sign up

Export Citation Format

Share Document