School of Health Sciences, Queen Margaret University, Edinburgh, UK.
Additional Support for Learning Service, Communities and Families, City of Edinburgh Council, Edinburgh, UK.
Dev Med Child Neurol. 2022 Jul;64(7):847-854. doi: 10.1111/dmcn.15146. Epub 2022 Jan 31.
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.
Teachers of children with additional support needs, including intellectual disability, autism, and learning difficulties completed measures. Data were collected using the SPQ and the Participation 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.
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 confirmed. Mean administration time was 8.2 minutes.
The results suggest that the SPQ is a rapid, reliable, and valid tool for assessment of participation-related indicators in schools.
探讨学校参与问卷（SPQ）的同时效度、聚合效度、评定者间信度、重测信度和 Rasch 模型分析，这是一种教师评估学生参与学校的个人和环境决定因素的工具。
有特殊支持需求的儿童（包括智力障碍、自闭症和学习困难）的教师完成了各项测量。使用 SPQ 和儿童及青少年参与和环境测量工具（PEM-CY）收集数据。采用组内相关系数（ICC）评估重测信度和评定者间信度。采用 Cronbach's alpha 评估内部一致性。通过与 PEM-CY 的相关性探讨同时效度和聚合效度。进一步通过 Rasch 模型检验心理测量学特性。
共有 187 名儿童（136 名[72.7%]为男性；平均年龄为 9 岁[范围为 5 岁 6 个月至 12 岁 10 个月，标准差为 2 岁]）由 67 名教师进行评估。SPQ 的各个量表的 Cronbach's alpha、重测信度和评定者间信度均为可接受至优秀水平（alpha 值分别为 0.89、0.9、0.94、0.79；重测 ICC 值分别为 0.64、0.61、0.78、0.62；评定者间 ICC 值分别为 0.85、0.71、0.90、0.81）。SPQ 与 PEM-CY 之间存在显著正相关，证实了同时效度和聚合效度。经过 Mokken 和 Rasch 模型分析，人员和项目可靠性良好，且证实具有单维性。平均管理时间为 8.2 分钟。
研究结果表明，SPQ 是一种快速、可靠且有效的工具，可用于评估学校中与参与相关的指标。
