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正规高中有特殊教育需求学生的学校环境面试的有效性——一项 RASCH 分析。

Validity of the school setting interview for students with special educational needs in regular high school - a Rasch analysis.

机构信息

Department of Social and Welfare Studies, Linköping University, Norrköping, Sweden.

出版信息

Health Qual Life Outcomes. 2018 Jan 12;16(1):12. doi: 10.1186/s12955-017-0830-6.

DOI:10.1186/s12955-017-0830-6
PMID:29329584
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC5767062/
Abstract

BACKGROUND

Participation in education is a vital component of adolescents' everyday life and a determinant of health and future opportunities in adult life. The School Setting Interview (SSI) is an instrument which assesses student-environment fit and reflects the potential needs for adjustments to enhance students' participation in school activities. The aim of the study was to investigate the psychometric properties of the SSI for students with special educational needs in regular high school.

METHODS

A sample of 509 students with special educational needs was assessed with the SSI. The polytomous unrestricted Rasch model was used to analyze the psychometric properties of the SSI regarding targeting, model fit, differential item functioning (DIF), response category functioning and unidimensionality.

RESULTS

The SSI generally confirmed fit to assumptions of the Rasch model. Reliability was acceptable (0.73) and the SSI scale was able to separate students into three different levels of student-environment fit. DIF among gender was detected in item "Remember things" and in item "Homework" DIF was detected among students with or without diagnosis. All items had disordered thresholds. The SSI demonstrated unidimensionality and no response dependence was present among items.

CONCLUSION

The results suggest that the SSI is valid for use among students with special educational needs in order to provide and evaluate environmental adjustments. However, the items with the detected DIF and the SSI rating scale with its disordered thresholds needs to be further scrutinized.

摘要

背景

参与教育是青少年日常生活的重要组成部分，也是决定其健康和未来成年生活机会的因素。学校环境访谈（SSI）是一种评估学生-环境适配度的工具，反映了增强学生参与学校活动的潜在需求调整。本研究旨在调查 SSI 在普通中学特殊教育需求学生中的心理测量特性。

方法

对 509 名有特殊教育需求的学生进行了 SSI 评估。采用多项无限制的 Rasch 模型来分析 SSI 的心理测量特性，包括目标、模型拟合、差异项目功能（DIF）、反应类别功能和单维性。

结果

SSI 通常符合 Rasch 模型的假设。可靠性可接受（0.73），SSI 量表能够将学生分为三个不同的学生-环境适配度水平。在项目“记住事情”中检测到性别 DIF，在有或没有诊断的学生中检测到项目“家庭作业”的 DIF。所有项目的阈值都混乱。SSI 表现出单维性，项目之间没有反应依赖性。

结论

结果表明，SSI 可用于评估有特殊教育需求的学生的环境调整，具有有效性。然而，检测到的 DIF 项目和 SSI 评级量表的混乱阈值需要进一步审查。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/714f/5767062/0e4a45ddce86/12955_2017_830_Fig4_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/714f/5767062/f54c6b9c3c40/12955_2017_830_Fig1_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/714f/5767062/80a0332c90b4/12955_2017_830_Fig2_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/714f/5767062/634dd2b20831/12955_2017_830_Fig3_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/714f/5767062/0e4a45ddce86/12955_2017_830_Fig4_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/714f/5767062/f54c6b9c3c40/12955_2017_830_Fig1_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/714f/5767062/80a0332c90b4/12955_2017_830_Fig2_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/714f/5767062/634dd2b20831/12955_2017_830_Fig3_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/714f/5767062/0e4a45ddce86/12955_2017_830_Fig4_HTML.jpg

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