TY - JOUR
T1 - Examining the Reliability and Validity of the Supports Intensity Scale–Children’s Version in Children With Autism and Intellectual Disability
AU - Shogren, Karrie A.
AU - Wehmeyer, Michael L.
AU - Seo, Hyojeong
AU - Thompson, James R.
AU - Schalock, Robert L.
AU - Hughes, Carolyn
AU - Little, Todd D.
AU - Palmer, Susan B.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Funding for this research was provided by Grant PRAward R324A110177 from the U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research.
Publisher Copyright:
© 2016, © Hammill Institute on Disabilities 2016.
PY - 2017/12/1
Y1 - 2017/12/1
N2 - 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.
AB - 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.
KW - individualized planning
KW - intellectual disability
KW - supports needs
UR - http://www.scopus.com/inward/record.url?scp=85027253095&partnerID=8YFLogxK
U2 - 10.1177/1088357615625060
DO - 10.1177/1088357615625060
M3 - Article
AN - SCOPUS:85027253095
SN - 1088-3576
VL - 32
SP - 293
EP - 304
JO - Focus on Autism and Other Developmental Disabilities
JF - Focus on Autism and Other Developmental Disabilities
IS - 4
ER -