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.

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.

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.

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 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.

Reliability of the Supports Intensity Scale (French Version)

2009 ◽  
Vol 47 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Diane Morin ◽  
Virginie Cobigo
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
American Association ◽  
Support Needs ◽  
Intellectual And Developmental Disabilities ◽  
Intensity Scale ◽  
Canadian Province ◽  
French Version ◽  
Supports Intensity Scale ◽  
Definition Of

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.

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

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.

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.

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