Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
7 recherche sur le mot-clé 'Scale validation'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Validation of a Revised Version of the Center for Epidemiologic Depression Scale for Youth with Intellectual Disabilities (CESD-ID-R) / Elizabeth OLIVIER in Journal of Autism and Developmental Disorders, 52-10 (October 2022)
[article]
Titre : Validation of a Revised Version of the Center for Epidemiologic Depression Scale for Youth with Intellectual Disabilities (CESD-ID-R) Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth OLIVIER, Auteur ; Corina LACOMBE, Auteur ; Alexandre J. S. MORIN, Auteur ; Simon A HOULE, Auteur ; Cynthia GAGNON, Auteur ; Danielle TRACEY, Auteur ; Rhonda G. CRAVEN, Auteur ; Christophe MAIANO, Auteur Article en page(s) : p.4554-4567 Langues : Anglais (eng) Mots-clés : Cesd-id Confirmatory factor analysis Depression Intellectual disability Measurement Scale validation Special education needs Index. décimale : PER Périodiques Résumé : This study proposes a revision (R) of the Center for Epidemiologic Studies Depression Scale for youth with ID (CESD-ID) in English and French. 346 youth (36.02% girls) with mild (51.26%) and moderate (48.78%) ID (11-22Â years; M=15.69), enrolled in secondary schools in Canada (French-speaking; n=115), and Australia (English-speaking; n=231), as well as their parents and teachers, participated in this study. Results support the reliability, factor validity, equivalence (sex, ID level, comorbidities, and country), and convergent validity (with youth-, parent-, and teacher-rated measures of depression, anxiety, and loneliness/social isolation) of the CESD-ID-R. The CESD-ID-R allows youth with ID to provide a reliable and valid assessment of their depressive mood and happiness suitable for epidemiological studies. En ligne : http://dx.doi.org/10.1007/s10803-021-05334-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4554-4567[article] Validation of a Revised Version of the Center for Epidemiologic Depression Scale for Youth with Intellectual Disabilities (CESD-ID-R) [Texte imprimé et/ou numérique] / Elizabeth OLIVIER, Auteur ; Corina LACOMBE, Auteur ; Alexandre J. S. MORIN, Auteur ; Simon A HOULE, Auteur ; Cynthia GAGNON, Auteur ; Danielle TRACEY, Auteur ; Rhonda G. CRAVEN, Auteur ; Christophe MAIANO, Auteur . - p.4554-4567.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4554-4567
Mots-clés : Cesd-id Confirmatory factor analysis Depression Intellectual disability Measurement Scale validation Special education needs Index. décimale : PER Périodiques Résumé : This study proposes a revision (R) of the Center for Epidemiologic Studies Depression Scale for youth with ID (CESD-ID) in English and French. 346 youth (36.02% girls) with mild (51.26%) and moderate (48.78%) ID (11-22Â years; M=15.69), enrolled in secondary schools in Canada (French-speaking; n=115), and Australia (English-speaking; n=231), as well as their parents and teachers, participated in this study. Results support the reliability, factor validity, equivalence (sex, ID level, comorbidities, and country), and convergent validity (with youth-, parent-, and teacher-rated measures of depression, anxiety, and loneliness/social isolation) of the CESD-ID-R. The CESD-ID-R allows youth with ID to provide a reliable and valid assessment of their depressive mood and happiness suitable for epidemiological studies. En ligne : http://dx.doi.org/10.1007/s10803-021-05334-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire / C. DERGUY in Autism, 25-6 (August 2021)
[article]
Titre : Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire Type de document : Texte imprimé et/ou numérique Auteurs : C. DERGUY, Auteur ; B. AUBÉ, Auteur ; O. ROHMER, Auteur ; F. MAROTTA, Auteur ; D. LOYAL, Auteur Article en page(s) : p.1666-1681 Langues : Anglais (eng) Mots-clés : Adolescent Attitude Autism Spectrum Disorder Autistic Disorder/diagnosis Child Child, Preschool Female Humans Schools Surveys and Questionnaires explicit attitudes public stigma scale validation school inclusion school-age children Index. décimale : PER Périodiques Résumé : Research has shown that negative attitudes toward a different child can appear very early in development. Unfortunately, these negative attitudes are one of the most important barriers to the school inclusion of children with autism. Despite the increasing amount of research, no tool reliably measures these attitudes among young students. The objective of this study was to develop and validate a questionnaire (Children's Attitudes Toward Autism Questionnaire) to evaluate attitudes of students in elementary school toward their peers with autism. Elementary school students (N = 204) completed the Children's Attitudes Toward Autism Questionnaire and two other scales assessing behavioral intentions toward peers with a mental disability (Shared Activities Questionnaire-B) and familiarity with disability and autism. Results first showed that the Children's Attitudes Toward Autism Questionnaire reliably measured the concept of attitude through three sub-dimensions (namely, the cognitive, affective, and behavioral dimensions). Second, analyses confirmed that the Children's Attitudes Toward Autism Questionnaire corresponds with previous knowledge on this topic, namely, that attitudes were more positive in girls, older children, and children familiar with disability. In conclusion, the Children's Attitudes Toward Autism Questionnaire is the first scale (1) to assess all the dimensions of attitudes toward autism among elementary school children (from the age of 6?years old) and (2) to show theoretical and statistical relevance. From now on, the Children's Attitudes Toward Autism Questionnaire can be used to assess attitudes of young children toward their peers with autism. This is an important step forward, in particular for evaluating the effects of anti-stigma programs that are increasingly implemented in schools. En ligne : http://dx.doi.org/10.1177/13623613211000163 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-6 (August 2021) . - p.1666-1681[article] Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire [Texte imprimé et/ou numérique] / C. DERGUY, Auteur ; B. AUBÉ, Auteur ; O. ROHMER, Auteur ; F. MAROTTA, Auteur ; D. LOYAL, Auteur . - p.1666-1681.
Langues : Anglais (eng)
in Autism > 25-6 (August 2021) . - p.1666-1681
Mots-clés : Adolescent Attitude Autism Spectrum Disorder Autistic Disorder/diagnosis Child Child, Preschool Female Humans Schools Surveys and Questionnaires explicit attitudes public stigma scale validation school inclusion school-age children Index. décimale : PER Périodiques Résumé : Research has shown that negative attitudes toward a different child can appear very early in development. Unfortunately, these negative attitudes are one of the most important barriers to the school inclusion of children with autism. Despite the increasing amount of research, no tool reliably measures these attitudes among young students. The objective of this study was to develop and validate a questionnaire (Children's Attitudes Toward Autism Questionnaire) to evaluate attitudes of students in elementary school toward their peers with autism. Elementary school students (N = 204) completed the Children's Attitudes Toward Autism Questionnaire and two other scales assessing behavioral intentions toward peers with a mental disability (Shared Activities Questionnaire-B) and familiarity with disability and autism. Results first showed that the Children's Attitudes Toward Autism Questionnaire reliably measured the concept of attitude through three sub-dimensions (namely, the cognitive, affective, and behavioral dimensions). Second, analyses confirmed that the Children's Attitudes Toward Autism Questionnaire corresponds with previous knowledge on this topic, namely, that attitudes were more positive in girls, older children, and children familiar with disability. In conclusion, the Children's Attitudes Toward Autism Questionnaire is the first scale (1) to assess all the dimensions of attitudes toward autism among elementary school children (from the age of 6?years old) and (2) to show theoretical and statistical relevance. From now on, the Children's Attitudes Toward Autism Questionnaire can be used to assess attitudes of young children toward their peers with autism. This is an important step forward, in particular for evaluating the effects of anti-stigma programs that are increasingly implemented in schools. En ligne : http://dx.doi.org/10.1177/13623613211000163 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire / Cyrielle DERGUY in Autism, 26-6 (August 2022)
[article]
Titre : Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire Type de document : Texte imprimé et/ou numérique Auteurs : Cyrielle DERGUY, Auteur ; Benoite AUBE, Auteur ; Odile ROHMER, Auteur ; Federica MAROTTA, Auteur ; Déborah LOYAL, Auteur Article en page(s) : p.1666-1681 Langues : Anglais (eng) Mots-clés : Adolescent Attitude Autism Spectrum Disorder Autistic Disorder/diagnosis Child Child, Preschool Female Humans Schools Surveys and Questionnaires explicit attitudes public stigma scale validation school inclusion school-age children Index. décimale : PER Périodiques Résumé : Research has shown that negative attitudes toward a different child can appear very early in development. Unfortunately, these negative attitudes are one of the most important barriers to the school inclusion of children with autism. Despite the increasing amount of research, no tool reliably measures these attitudes among young students. The objective of this study was to develop and validate a questionnaire (Children's Attitudes Toward Autism Questionnaire) to evaluate attitudes of students in elementary school toward their peers with autism. Elementary school students (N = 204) completed the Children's Attitudes Toward Autism Questionnaire and two other scales assessing behavioral intentions toward peers with a mental disability (Shared Activities Questionnaire-B) and familiarity with disability and autism. Results first showed that the Children's Attitudes Toward Autism Questionnaire reliably measured the concept of attitude through three sub-dimensions (namely, the cognitive, affective, and behavioral dimensions). Second, analyses confirmed that the Children's Attitudes Toward Autism Questionnaire corresponds with previous knowledge on this topic, namely, that attitudes were more positive in girls, older children, and children familiar with disability. In conclusion, the Children's Attitudes Toward Autism Questionnaire is the first scale (1) to assess all the dimensions of attitudes toward autism among elementary school children (from the age of 6years old) and (2) to show theoretical and statistical relevance. From now on, the Children's Attitudes Toward Autism Questionnaire can be used to assess attitudes of young children toward their peers with autism. This is an important step forward, in particular for evaluating the effects of anti-stigma programs that are increasingly implemented in schools. En ligne : http://dx.doi.org/10.1177/13623613211000163 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484
in Autism > 26-6 (August 2022) . - p.1666-1681[article] Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire [Texte imprimé et/ou numérique] / Cyrielle DERGUY, Auteur ; Benoite AUBE, Auteur ; Odile ROHMER, Auteur ; Federica MAROTTA, Auteur ; Déborah LOYAL, Auteur . - p.1666-1681.
Langues : Anglais (eng)
in Autism > 26-6 (August 2022) . - p.1666-1681
Mots-clés : Adolescent Attitude Autism Spectrum Disorder Autistic Disorder/diagnosis Child Child, Preschool Female Humans Schools Surveys and Questionnaires explicit attitudes public stigma scale validation school inclusion school-age children Index. décimale : PER Périodiques Résumé : Research has shown that negative attitudes toward a different child can appear very early in development. Unfortunately, these negative attitudes are one of the most important barriers to the school inclusion of children with autism. Despite the increasing amount of research, no tool reliably measures these attitudes among young students. The objective of this study was to develop and validate a questionnaire (Children's Attitudes Toward Autism Questionnaire) to evaluate attitudes of students in elementary school toward their peers with autism. Elementary school students (N = 204) completed the Children's Attitudes Toward Autism Questionnaire and two other scales assessing behavioral intentions toward peers with a mental disability (Shared Activities Questionnaire-B) and familiarity with disability and autism. Results first showed that the Children's Attitudes Toward Autism Questionnaire reliably measured the concept of attitude through three sub-dimensions (namely, the cognitive, affective, and behavioral dimensions). Second, analyses confirmed that the Children's Attitudes Toward Autism Questionnaire corresponds with previous knowledge on this topic, namely, that attitudes were more positive in girls, older children, and children familiar with disability. In conclusion, the Children's Attitudes Toward Autism Questionnaire is the first scale (1) to assess all the dimensions of attitudes toward autism among elementary school children (from the age of 6years old) and (2) to show theoretical and statistical relevance. From now on, the Children's Attitudes Toward Autism Questionnaire can be used to assess attitudes of young children toward their peers with autism. This is an important step forward, in particular for evaluating the effects of anti-stigma programs that are increasingly implemented in schools. En ligne : http://dx.doi.org/10.1177/13623613211000163 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 A validation study of the Chinese version of the Autism Parenting Stress Index (C-APSI) in Hong Kong / Theodore Ching-Kong CHEUNG in Research in Autism Spectrum Disorders, 83 (May 2021)
[article]
Titre : A validation study of the Chinese version of the Autism Parenting Stress Index (C-APSI) in Hong Kong Type de document : Texte imprimé et/ou numérique Auteurs : Theodore Ching-Kong CHEUNG, Auteur ; Chi-Keung YEUNG, Auteur Article en page(s) : 101762 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Parenting distress Screening Scale validation Index. décimale : PER Périodiques Résumé : Background Parents of children with Autism Spectrum Disorders are facing higher parenting distress than typical parents. Despite its economic prosperity, Hong Kong has only recently developed an early intervention service by the government for children with autism. Such a change provides an opportunity to develop better psychometric screening measuring parenting distress. Existing scales measuring parenting distress are often found to have high monetary and time costs, resulting in parent distress being neglected in treatment planning. Method To address this as well as language-based challenges, a Chinese version of an existing 13-item Autism Parenting Stress Index (C-APSI) was developed and validated in a Hong Kong clinical (n = 112) and control (n = 65) samples. Results The translated version showed satisfactory test-retest reliabilities. Although the previously found factor structure could not be replicated, the scale’s internal consistency and test-retest reliability was satisfactory. Parenting distress did not correlate with objective measures of cognitive functioning, but it did with subjective reports of daily functioning of autistic children, age of parents and family income. Implications The current study bridges the gap for the need of a validated scale for screening or quick assessment for Hong Kong Chinese parents with autistic children. The marked difference in mean scores compared to the US sample suggests cultural differences in how parents perceive the distress arising from taking care of their children. En ligne : https://doi.org/10.1016/j.rasd.2021.101762 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Research in Autism Spectrum Disorders > 83 (May 2021) . - 101762[article] A validation study of the Chinese version of the Autism Parenting Stress Index (C-APSI) in Hong Kong [Texte imprimé et/ou numérique] / Theodore Ching-Kong CHEUNG, Auteur ; Chi-Keung YEUNG, Auteur . - 101762.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 83 (May 2021) . - 101762
Mots-clés : Autism spectrum disorders Parenting distress Screening Scale validation Index. décimale : PER Périodiques Résumé : Background Parents of children with Autism Spectrum Disorders are facing higher parenting distress than typical parents. Despite its economic prosperity, Hong Kong has only recently developed an early intervention service by the government for children with autism. Such a change provides an opportunity to develop better psychometric screening measuring parenting distress. Existing scales measuring parenting distress are often found to have high monetary and time costs, resulting in parent distress being neglected in treatment planning. Method To address this as well as language-based challenges, a Chinese version of an existing 13-item Autism Parenting Stress Index (C-APSI) was developed and validated in a Hong Kong clinical (n = 112) and control (n = 65) samples. Results The translated version showed satisfactory test-retest reliabilities. Although the previously found factor structure could not be replicated, the scale’s internal consistency and test-retest reliability was satisfactory. Parenting distress did not correlate with objective measures of cognitive functioning, but it did with subjective reports of daily functioning of autistic children, age of parents and family income. Implications The current study bridges the gap for the need of a validated scale for screening or quick assessment for Hong Kong Chinese parents with autistic children. The marked difference in mean scores compared to the US sample suggests cultural differences in how parents perceive the distress arising from taking care of their children. En ligne : https://doi.org/10.1016/j.rasd.2021.101762 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Development and Validation of the Ability in Behavior Assessment and Interventions for Teachers Using Delphi Technique and Rasch Analysis / A. DUTT in Journal of Autism and Developmental Disorders, 49-5 (May 2019)
[article]
Titre : Development and Validation of the Ability in Behavior Assessment and Interventions for Teachers Using Delphi Technique and Rasch Analysis Type de document : Texte imprimé et/ou numérique Auteurs : A. DUTT, Auteur ; M. TAN, Auteur ; S. ALAGUMALAI, Auteur ; R. NAIR, Auteur Article en page(s) : p.1976-1987 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Functional behavior assessments and interventions Rasch Measurement Model Scale validation Teacher training Index. décimale : PER Périodiques Résumé : Functional Behavior Assessment (FBA) and behavior interventions have been effective in the management of challenging behavior among children with developmental disabilities including autism spectrum disorders. Research suggests the need for valid measurement instruments for verifying, calibrating and scoring competence in FBA and behavior interventions. The validation for the Ability in Behaviour Assessment and Interventions for Teachers (ABAIT) adopted the Delphi method for developing consensus followed by the application of Rasch Measurement Model (RMM). RMM among 292 special educators reported appropriate infit (0.84-1.11), outfit (0.94-1.05), and item separation reliability (0.99), though some items reported low point-biserial correlation. The ABAIT was developed with expert consensus and was found to have a suitable fit with RMM. En ligne : http://dx.doi.org/10.1007/s10803-019-03887-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393
in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1976-1987[article] Development and Validation of the Ability in Behavior Assessment and Interventions for Teachers Using Delphi Technique and Rasch Analysis [Texte imprimé et/ou numérique] / A. DUTT, Auteur ; M. TAN, Auteur ; S. ALAGUMALAI, Auteur ; R. NAIR, Auteur . - p.1976-1987.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1976-1987
Mots-clés : Autism spectrum disorders Functional behavior assessments and interventions Rasch Measurement Model Scale validation Teacher training Index. décimale : PER Périodiques Résumé : Functional Behavior Assessment (FBA) and behavior interventions have been effective in the management of challenging behavior among children with developmental disabilities including autism spectrum disorders. Research suggests the need for valid measurement instruments for verifying, calibrating and scoring competence in FBA and behavior interventions. The validation for the Ability in Behaviour Assessment and Interventions for Teachers (ABAIT) adopted the Delphi method for developing consensus followed by the application of Rasch Measurement Model (RMM). RMM among 292 special educators reported appropriate infit (0.84-1.11), outfit (0.94-1.05), and item separation reliability (0.99), though some items reported low point-biserial correlation. The ABAIT was developed with expert consensus and was found to have a suitable fit with RMM. En ligne : http://dx.doi.org/10.1007/s10803-019-03887-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 Brief Report: Psychometric Properties of the Ability in Behavior Assessment and Interventions for Teachers-Revised (ABAIT-R) / Rahul NAIR in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
PermalinkToward a Comprehensive Assessment of Relationships with Teachers and Parents for Youth with Intellectual Disabilities / Céleste DUBE in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
Permalink