神经发育障碍儿童的语用能力：基于拉施评分量表模型的语用能力问卷的编制
Pragmatic abilities in children with neurodevelopmental disorders: development of Pragmatic Abilities Questionnaire based on the Rasch rating scale model.
作者信息
Jafari Parvin, Younesi Seyyed Jalal, Asgary Ali, Dastjerdi Kazemi Mehdi
机构信息
Department of Counseling, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Department of Psychology of Teaching Exceptional Children, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran.
出版信息
Psychol Res Behav Manag. 2019 Aug 8;12:629-639. doi: 10.2147/PRBM.S209345. eCollection 2019.
BACKGROUND
Pragmatic abilities includes a set of skills that could vary by culture and which are absolutely essential for social communication. These abilities can be impaired in many children with neurodevelopmental disorders and may lead to educational and psychological difficulties. Assessing pragmatic abilities requires valid and reliable instruments that should be developed with cultural differences in mind.
PURPOSE
This paper reports on the development of a new instrument for measuring and evaluating pragmatic abilities in children with neurodevelopmental disorders.
METHODS AND PARTICIPANTS
The questionnaire items were generated based on a literature review on the theoretical basis of pragmatic abilities, the available pragmatic assessment instruments, interviews with experts and the mothers of children with neurodevelopmental disorders and the observation of their interaction with children based on the pragmatic protocol. Item selection and reliability and validity assessment for the instrument were carried out based on the Rasch rating scale model analysis. The Pragmatic Abilities Questionnaire (PAQ) was completed by the mothers of 185 normally-developing children and the mothers of 120 children with neurodevelopmental disorders, including Autism Spectrum Disorder (ASD), Specific Language Impairment (SLI), Attention-Deficit/Hyperactivity Disorder (ADHD) and Social (Pragmatic) Communication Disorder (SPCD).
RESULTS
The initial pool of 119 items, reflecting the characteristics of pragmatic abilities, was first reduced to 80 after a review by ten experts, and then further reduced to 40 using the Rasch analysis for removing the misfitting items. The final PAQ had a person measure reliability of 0.97 with a separation of 6.03 and an item measure reliability of 0.99. The remaining items formed the questionnaire and measured a single construct, which explained 63.8% of the variance.
CONCLUSION
The 40 items of the PAQ appear to construe a psychometrically-sound measure of pragmatic abilities.
背景
语用能力包括一系列技能，这些技能可能因文化而异，并且对于社交沟通绝对至关重要。许多神经发育障碍儿童的这些能力可能受损，并可能导致教育和心理困难。评估语用能力需要考虑文化差异来开发有效且可靠的工具。
目的
本文报告一种用于测量和评估神经发育障碍儿童语用能力的新工具的开发情况。
方法与参与者
问卷项目基于对语用能力理论基础的文献综述、现有的语用评估工具、对专家以及神经发育障碍儿童母亲的访谈以及基于语用方案对她们与孩子互动的观察而生成。基于拉施评分量表模型分析对该工具进行项目选择以及信效度评估。185名发育正常儿童的母亲以及120名神经发育障碍儿童的母亲完成了语用能力问卷（PAQ），这些神经发育障碍儿童包括自闭症谱系障碍（ASD）、特定语言障碍（SLI）、注意力缺陷多动障碍（ADHD）和社交（语用）沟通障碍（SPCD）。
结果
最初的119个反映语用能力特征的项目池，经十位专家评审后首先缩减至80个，然后通过拉施分析进一步缩减至40个，以去除不匹配的项目。最终的PAQ个人测量信度为0.97，区分度为6.03，项目测量信度为0.99。其余项目构成问卷并测量单一结构，该结构解释了63.8%的方差。
结论
PAQ的40个项目似乎构成了一种心理测量学上合理的语用能力测量方法。
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