Autism and Self-Determination: Factor Analysis of Two Measures of Self-Determination / Yu-Chi CHOU in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.163-175 Titre : Autism and Self-Determination: Factor Analysis of Two Measures of Self-Determination Type de document : texte imprimé Auteurs : Yu-Chi CHOU, Auteur ; Michael L. WEHMEYER, Auteur ; Karrie A. SHOGREN, Auteur ; Susan B. PALMER, Auteur ; Jaehoon LEE, Auteur Article en page(s) : p.163-175 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the reliability and validity and hypothesized factor structure of two assessments of self-determination, the Arc?s Self-Determination Scale (SDS) and the American Institutes for Research Self-Determination Scale (AIR) in students with autism spectrum disorders (ASD). Ninety-five middle and high school students (17% female and 83% male) aged 13 through 21 years participated. Item analysis and confirmatory factor analysis were conducted separately for the SDS and AIR data. Together, the findings of this study suggest that (a) the two measures in this study show reliability and validity in the measurement of global self-determination in students with ASD and (b) the parameter estimates and the model fit statistics support the hypothesized factor structure of both instruments (with light variation for the SDS). Suggestions for future research and implications for educators are discussed. En ligne : http://dx.doi.org/10.1177/1088357615611391 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 [article] Autism and Self-Determination: Factor Analysis of Two Measures of Self-Determination [texte imprimé] / Yu-Chi CHOU, Auteur ; Michael L. WEHMEYER, Auteur ; Karrie A. SHOGREN, Auteur ; Susan B. PALMER, Auteur ; Jaehoon LEE, Auteur . - p.163-175. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.163-175 Index. décimale : PER Périodiques Résumé : This study examined the reliability and validity and hypothesized factor structure of two assessments of self-determination, the Arc?s Self-Determination Scale (SDS) and the American Institutes for Research Self-Determination Scale (AIR) in students with autism spectrum disorders (ASD). Ninety-five middle and high school students (17% female and 83% male) aged 13 through 21 years participated. Item analysis and confirmatory factor analysis were conducted separately for the SDS and AIR data. Together, the findings of this study suggest that (a) the two measures in this study show reliability and validity in the measurement of global self-determination in students with ASD and (b) the parameter estimates and the model fit statistics support the hypothesized factor structure of both instruments (with light variation for the SDS). Suggestions for future research and implications for educators are discussed. En ligne : http://dx.doi.org/10.1177/1088357615611391 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313

Comparisons of Self-Determination Among Students With Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis / Yu-Chi CHOU in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.124-132 Titre : Comparisons of Self-Determination Among Students With Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis Type de document : texte imprimé Auteurs : Yu-Chi CHOU, Auteur ; Michael L. WEHMEYER, Auteur ; Susan B. PALMER, Auteur ; Jaehoon LEE, Auteur Article en page(s) : p.124-132 Langues : Anglais (eng) Mots-clés : self-determination, autism, The Arc’s Self-Determination Scale, intellectual disability, learning disabilities Index. décimale : PER Périodiques Résumé : This study examined differences in self-determination among students with autism spectrum disorders (ASD), students with intellectual disability (ID), and students with learning disabilities (LD). A total of 222 participants with an equal size group for each of the three disability categories were selected to participate in the comparison of total self-determination and domain scores. A multivariate analysis of covariance (MANCOVA) was performed on four dependent variables (DVs)/factors, including autonomy, self-regulation, psychological empowerment, and self-realization. The results indicated that students with ASD had significantly lower levels of autonomy compared with students in either other group; that students with ID had significantly lower levels of self-regulation than students with LD, but not significantly different from students with ASD; that students with ASD and students with ID had significantly lower levels of psychological empowerment than students with LD; and that students with ID had significantly lower levels of self-realization than students with LD, but not significantly different from students with ASD. Suggestions for future research and implications for educators were also discussed. En ligne : http://dx.doi.org/10.1177/1088357615625059 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Comparisons of Self-Determination Among Students With Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis [texte imprimé] / Yu-Chi CHOU, Auteur ; Michael L. WEHMEYER, Auteur ; Susan B. PALMER, Auteur ; Jaehoon LEE, Auteur . - p.124-132. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.124-132 Mots-clés : self-determination, autism, The Arc’s Self-Determination Scale, intellectual disability, learning disabilities Index. décimale : PER Périodiques Résumé : This study examined differences in self-determination among students with autism spectrum disorders (ASD), students with intellectual disability (ID), and students with learning disabilities (LD). A total of 222 participants with an equal size group for each of the three disability categories were selected to participate in the comparison of total self-determination and domain scores. A multivariate analysis of covariance (MANCOVA) was performed on four dependent variables (DVs)/factors, including autonomy, self-regulation, psychological empowerment, and self-realization. The results indicated that students with ASD had significantly lower levels of autonomy compared with students in either other group; that students with ID had significantly lower levels of self-regulation than students with LD, but not significantly different from students with ASD; that students with ASD and students with ID had significantly lower levels of psychological empowerment than students with LD; and that students with ID had significantly lower levels of self-realization than students with LD, but not significantly different from students with ASD. Suggestions for future research and implications for educators were also discussed. En ligne : http://dx.doi.org/10.1177/1088357615625059 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Examining the Reliability and Validity of the Supports Intensity Scale–Children’s Version in Children With Autism and Intellectual Disability / Karrie A. SHOGREN in Focus on Autism and Other Developmental Disabilities, 32-4 (December 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.293-304 Titre : Examining the Reliability and Validity of the Supports Intensity Scale–Children’s Version in Children With Autism and Intellectual Disability Type de document : texte imprimé Auteurs : Karrie A. SHOGREN, Auteur ; L. Wehmeyer MICHAEL, Auteur ; Seo HYOJEONG, Auteur ; James R. THOMPSON, Auteur ; L. Schalock ROBERT, Auteur ; Hughes CAROLYN, Auteur ; Todd D. LITTLE, Auteur ; Susan B. PALMER, Auteur Article en page(s) : p.293-304 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1177/1088357615625060 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324 [article] Examining the Reliability and Validity of the Supports Intensity Scale–Children’s Version in Children With Autism and Intellectual Disability [texte imprimé] / Karrie A. SHOGREN, Auteur ; L. Wehmeyer MICHAEL, Auteur ; Seo HYOJEONG, Auteur ; James R. THOMPSON, Auteur ; L. Schalock ROBERT, Auteur ; Hughes CAROLYN, Auteur ; Todd D. LITTLE, Auteur ; Susan B. PALMER, Auteur . - p.293-304. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.293-304 Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1177/1088357615625060 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324

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