Silverman Michelle Kaye, Smith Roger O
CESA #1, Milwaukee, Wisconsin 53211, USA.
Assist Technol. 2006 Fall;18(2):155-65. doi: 10.1080/10400435.2006.10131914.
Educators and therapists implement assistive technology to maximize educational outcomes of students with disabilities. However, few measure the outcomes of interventions because of a lack of valid measurement tools. This study investigated whether an assistive technology supplement for the School Function Assessment demonstrates an important aspect of construct validity. Specifically, the study examined a type of consequential validity. Twenty-eight school-based therapists participated in the study. Two t tests compared a group using the School Function Assessment (n = 13) to a group using the assistive technology supplement to the School Function Assessment (n = 15). The first t test examined the difference in confidence therapists perceived in their ability to develop assistive technology interpretations. The second t test compared the number of assistive technology interpretations matching those of an expert panel. The first t test did not achieve significance (p = .998). The second t test achieved significance (p = .001). These results suggest, with certain limitations, that the assistive technology supplement for the School Function Assessment exhibits this important aspect of construct validity.
教育工作者和治疗师实施辅助技术以最大限度地提高残疾学生的教育成果。然而，由于缺乏有效的测量工具，很少有人测量干预的结果。本研究调查了针对学校功能评估的辅助技术补充是否体现了结构效度的一个重要方面。具体而言，该研究考察了一种结果效度。28名学校治疗师参与了该研究。两项t检验将使用学校功能评估的一组（n = 13）与使用学校功能评估辅助技术补充的一组（n = 15）进行了比较。第一次t检验考察了治疗师在制定辅助技术解释能力方面所感知的信心差异。第二次t检验比较了与专家小组相匹配的辅助技术解释的数量。第一次t检验未达到显著性（p = 0.998）。第二次t检验达到了显著性（p = 0.001）。这些结果表明，在一定限制条件下，针对学校功能评估的辅助技术补充体现了结构效度的这一重要方面。
