School of Health Sciences, Queen Margaret University, Edinburgh, Scotland EH21 6UU, UK.
School of Health Sciences, Queen Margaret University, Edinburgh, Scotland EH21 6UU, UK.
Res Dev Disabil. 2020 Nov;106:103766. doi: 10.1016/j.ridd.2020.103766. Epub 2020 Sep 19.
We report development of the SPQ (School Participation Questionnaire) a teacher-completed measure of participation related constructs for schools. The SPQ was developed to support participation-related assessment, interventions, and research in the inclusive school context.
Several iterative steps were undertaken. An international panel of experts reviewed content validity. A 66-item pilot questionnaire was administered in schools. Mokken and Rasch model analysis were applied. Internal consistency was assessed using Cronbach's alpha. Analyses were conducted on associations with teacher and child demographic variables. Feedback was sourced from users. Participants were teachers of 101 children (5-12 years old) with a range of disabilities, including intellectual disability, autism spectrum disorder and learning difficulties.
Four participation-related dimensions of the SPQ were confirmed. Rasch person and item reliability were good, and 2-4 strata were confirmed per scale. Internal consistency was good (all scales, Cronbach α > 0.8). Mean administration time was 11.7 min. Mean SPQ scores were independent of teacher characteristics. A significant effect of school support level, eligibility for free school meals and gender was found. Through synthesising analytic results and feedback, a new 46-item tool was obtained.
The results of this study provide evidence of acceptability, practicality and validity. The SPQ is the first tool developed to assess participation related constructs in schools, and it contains novel information not given by other assessments. The SPQ may be used by practitioners and researchers to understand and improve the participation of children with a range of disabilities in schools.
我们开发了 SPQ（学校参与问卷），这是一种由教师完成的与学校参与相关的测量工具，用于支持全纳学校环境中的参与相关评估、干预和研究。
我们进行了几个迭代步骤。一个国际专家小组对内容有效性进行了审查。在学校里进行了 66 项试点问卷测试。应用莫克肯和拉斯奇模型分析。采用克朗巴赫 α 评估内部一致性。分析与教师和儿童人口统计学变量的相关性。从用户那里获取反馈。参与者为 101 名儿童（5-12 岁）的教师，他们患有各种残疾，包括智力残疾、自闭症谱系障碍和学习困难。
确认了 SPQ 的四个与参与相关的维度。拉斯奇人员和项目可靠性良好，每个量表确认了 2-4 个层次。内部一致性良好（所有量表，克朗巴赫 α>0.8）。平均管理时间为 11.7 分钟。SPQ 平均得分与教师特征无关。发现学校支持水平、免费校餐资格和性别存在显著影响。通过综合分析结果和反馈，得到了一个新的 46 项工具。
本研究结果提供了可接受性、实用性和有效性的证据。SPQ 是第一个用于评估学校参与相关结构的工具，它包含了其他评估工具没有提供的新信息。SPQ 可被从业者和研究人员用于了解和提高各种残疾儿童在学校的参与度。
