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    Psychometric properties of the School Participation Questionnaire: Testing a measure of participation-related constructs

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    Accepted Version (831.7Kb)
    Supplementary Files (.zip) (181.4Kb)
    Date
    2022-01-31
    Author
    Maciver, Donald
    Tyagi, Vaibhav
    Johnston, Lorna
    Kramer, Jessica M.
    Richmond, Janet
    Todorova, Liliya
    Romero-Ayuso, Dulce
    Nakamura-Thomas, Hiromi
    Van Hartingsveldt, Margo
    O’Hare, Anne
    Forsyth, Kirsty
    Metadata
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    Citation
    Maciver, D., Tyagi, V., Johnston, L., Kramer, J.M., Richmond, J., Todorova, L., Romero-Ayuso, D., Nakamura-Thomas, H., Van Hartingsveldt, M. and O’Hare, A. (2022) ‘Psychometric properties of the School Participation Questionnaire: Testing a measure of participation-related constructs’, Developmental Medicine & Child Neurology, 64(7), pp. 847-854.
    Abstract
    AIM To explore concurrent validity, convergent validity, interrater reliability, test–retest reliability, and Rasch model analysis of the School Participation Questionnaire (SPQ), a tool for teachers to assess personal and environmental determinants of school participation.
     
    METHOD Teachers of children with additional support needs, including intellectual disability, autism, and learning difficulties completed measures. Data were collected using the SPQ and the Par-ticipation and Environment Measure for Children and Youth (PEM-CY). Test–retest and interrater reliability were assessed using intraclass correlation coefficients (ICCs). Internal consistency was assessed with Cronbach’s alpha. Concurrent and convergent validity were explored via correlations with the PEM-CY. Further psychometrics were examined using a Rasch model.
     
    RESULTS One hundred and eighty-seven children (136 [72.7%] male; mean age 9y [range 5y 6mo–12y 10mo, SD 2y]) were assessed by 67 teachers. Cronbach’s alpha, test–retest, and interrater reliability were acceptable–excellent across each SPQ scale (alphas=0.89, 0.9, 0.94, 0.79; test–retest ICCs=0.64, 0.61, 0.78, 0.62; interrater ICCs=0.85, 0.71, 0.90, 0.81). Concurrent and convergent validity were confirmed with significant positive correlations between SPQ and PEM-CY. After Mokken and Rasch model analysis, person and item reliability were good, and unidimensionality was con-firmed. Mean administration time was 8.2 minutes.
     
    INTERPRETATION The results suggest that the SPQ is a rapid, reliable, and valid tool for assessment of participation-related indicators in schools.
     
    Official URL
    https://doi.org/10.1111/dmcn.15146
    URI
    https://eresearch.qmu.ac.uk/handle/20.500.12289/11656
    URI
    https://onlinelibrary.wiley.com/share/YNTPVSNPZQXYPTDDJ4TB?target=10.1111/dmcn.15146
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