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.

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.

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 Identification of the support needs of individuals with severe mental illness using the Supports Intensity Scale

2013 ◽  
Vol 21 (5) ◽  
pp. 1137-1143 ◽  
Author(s):  
Maribel Cruz ◽  
Ma. del Carmen Perez ◽  
Cristina Jenaro ◽  
Noelia Flores ◽  
Vanessa Vega
Keyword(s):  
Mental Illness ◽  
Severe Mental Illness ◽  
Professional Training ◽  
Support Needs ◽  
Intensity Level ◽  
Intensity Scale ◽  
Support Provision ◽  
Health Community ◽  
Supports Intensity Scale ◽  
Home Living

OBJECTIVE: to characterize the intensity of the support needs of individuals with severe mental illness. METHODS: quantitative and descriptive study that applied the Supports Intensity Scale to a sample comprising 182 individuals. RESULTS: the supports intensity profile identifies groups, individuals, and areas with different needs of support relative to the domains of home living, health, community living, learning, employment, and social living. As a whole, the intensity level of support needs found was low, and the domains with greater needs were employment and social. CONCLUSIONS: identification of the intensity of support needs is helpful in planning integral care and detecting professional training needs. The support provision-centered approach, associated with the person-related outcomes perspective, has been sparsely applied to individuals with mental illness, and this represents the main contribution of the present study. In addition, this study introduces novel approaches to assessment that are both concordant and an innovation in nursing because they might provide a tool for understanding other disabilities.

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.

Use of Assistive Technology to Empower Persons with Intellectual Disabilities

2016 ◽  
pp. 331-345
Author(s):  
Sanjeev Kumar Gupta
Keyword(s):  
Assistive Technology ◽  
Intellectual Disabilities ◽  
Empirical Studies ◽  
Health And Safety ◽  
Daily Activities ◽  
Future Research ◽  
Safety Communication ◽  
New Learning ◽  
Home Living

This chapter focuses on the use of assistive technology in persons with Intellectual Disabilities (IDs). Persons with IDs have significant limitations, both in intellectual functioning and in adaptive behaviors. The use of assistive technology is essential to help persons with IDs and make them independent in all spheres of life. Assistive technology devices and services can be used to teach, train, rehabilitate, and empower persons in a variety of daily activities viz. new learning, home living, employment, health and safety, communication, social activities, protection and leisure. Empirical studies suggest that assistive technology is effective in improving the quality of life of persons with IDs and make them less dependent on others. This chapter investigates the available research evidence on the use of assistive technology in IDs, discusses utilizations, impediments/barriers, implications and suggests recommendations for future research.

scholarly journals Examining age-related differences in support needs on the Supports Intensity Scale-Children's Version-Spanish translation

2016 ◽  
Vol 16 (3) ◽  
pp. 306-314 ◽  
Author(s):  
Miguel A. Verdugo ◽  
Benito Arias ◽  
Verónica M. Guillén ◽  
Hyojeong Seo ◽  
Karrie A. Shogren ◽  
...  
Keyword(s):  
Support Needs ◽  
Intensity Scale ◽  
Spanish Translation ◽  
Age Related ◽  
Supports Intensity Scale

Construct Validation of the Supports Intensity Scale – Children and Adult Versions: An Application of a Pseudo Multitrait-Multimethod Approach

2016 ◽  
Vol 121 (6) ◽  
pp. 550-563 ◽  
Author(s):  
Hyojeong Seo ◽  
Karrie A. Shogren ◽  
Todd D. Little ◽  
James R. Thompson ◽  
Michael L. Wehmeyer
Keyword(s):  
Convergent Validity ◽  
Construct Validation ◽  
Support Needs ◽  
Intensity Scale ◽  
Standardization Sample ◽  
Supports Intensity Scale ◽  
Multimethod Approach ◽  
Type Frequency ◽  
Support Time

Abstract This study examined the convergent validity of the Supports Intensity Scale – Adult Version (SIS-A; Thompson et al., 2015a) and Supports Intensity Scale – Children's Version (SIS-C; Thompson et al., 2016a). Data from SISOnline (n = 129,864) for the SIS-A and from the SIS-C standardization sample (n = 4,015) were used for analyses. Using a pseudo multitrait-multimethod model, we estimated observed support needs scores as shared trait (support needs concept) and method (type, frequency, and daily support time) variances. Overall, trait variances more strongly influenced support needs scores than method variances, supporting the convergent validity of both versions of SIS. Findings also suggested that each of three methods of measuring support needs uniquely contributed to observed support needs ratings although different patterns existed between the SIS-A and SIS-C.

Translation and Cultural Adaptation of the Supports Intensity Scale in French

2009 ◽  
Vol 114 (1) ◽  
pp. 61-66 ◽  
Author(s):  
Mélanie Lamoureux-Hébert ◽  
Diane Morin
Keyword(s):  
Construct Validity ◽  
Intellectual Disabilities ◽  
Internal Consistency ◽  
Cultural Adaptation ◽  
Support Needs ◽  
Intensity Scale ◽  
Psychometric Characteristics ◽  
French Version ◽  
Supports Intensity Scale ◽  
Translation And Cultural Adaptation

Abstract The Supports Intensity Scale (SIS) was translated into French. The French version was then validated using a sample of 245 persons with intellectual disabilities between the ages of 16 and 75 years. The internal consistency was excellent (.98). Correlations with age and levels of intellectual disabilities were evidence of good construct validity. These psychometric results replicate the psychometric characteristics reported on the original SIS version. Our findings show that the SIS-F is a good measure of intensity of support needs of individuals with developmental disabilities.

scholarly journals Are we measuring loneliness in the same way in men and women in the general population and in the older population? Two studies of measurement equivalence.

2021 ◽  
Author(s):  
Thomas Victor Pollet ◽  
Alexandra Thompson ◽  
Connor Malcolm ◽  
Kris McCarty ◽  
Tamsin Saxton ◽  
...  
Keyword(s):  
Measurement Invariance ◽  
Factor Model ◽  
Dimensional Structure ◽  
Future Research ◽  
Men And Women ◽  
Loneliness Scale ◽  
Wide Circle ◽  
Best Fitting ◽  
Nationally Representative ◽  
And Gender

Background: High levels of loneliness are associated with negative health outcomes and there are several different types of intervention targeted at reducing feelings of loneliness. It is therefore important to accurately measure loneliness. A key unresolved debate in the conceptualisation and measurement of loneliness is whether it has a unidimensional or multidimensional structure. One of the most widely used scales to measure loneliness is the UCLA Loneliness Scale. The aim of this study was to examine the dimensional structure of this scale and establish whether this factorial structure is equivalent in men and women. Methods and Sample: Two online UK-based samples were recruited using Prolific. The participants in Study 1 were 492 adults, selected to be nationally representative by age and gender, whilst the participants in Study 2 were 290 older adults aged over 64. In both studies, participants completed the UCLA Loneliness Scale (version 3) as part of a larger project. Results: In both studies, the best fitting model was one with three factors corresponding to Isolation, Relational Connectedness and Collective Connectedness. A unidimensional single factor model was a substantially worse fit in both studies. In both studies, there were no meaningful differences between men and women in any of the three factors, suggesting measurement invariance across genders. Conclusion: The findings of this study are consistent with previous research in supporting a multidimensional, three factor structure to the UCLA scale, rather than a unidimensional structure. Further, the measurement invariance across genders suggests that the UCLA scale can be used to compare levels of loneliness across men and women. Overall the results suggest that loneliness has different facets and that people can be satisfied with some aspects of their social relationships (e.g. a wide circle of friends), whilst dissatisfied with others (e.g. lack of emotionally close relationships). Thus future research on loneliness should consider treating the UCLA loneliness scale as a multidimensional scale, or using other scales which are designed to measure the different aspects of loneliness.

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