The preferred outcomes of children with speech, language and communication needs and their parents
The preferred outcomes of children with speech, language and communication needs and their parents
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有言语、语言和沟通需求的儿童及其父母的首选结果
DOI:
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发表时间:
2012
期刊:
影响因子:
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通讯作者:
G. Lindsay
中科院分区:
文献类型:
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作者:
S. Roulstone;J. Coad;A. Ayre;H. Hambly;G. Lindsay
s were screened and articles discussing a potentially relevant measurement tool were retrieved. From these articles and through contact with authors and publishers, the measurement tools were assessed by HH. For each measure the following information was obtained: conceptual construct assessed, dimensions assessed, response format, respondent (i.e., parent or child report), age range, and the psychometric properties of the tools including reliability (internal consistency and test-retest reliability), validity and sensitivity to change. Figure 5.1 explains how these psychometric properties are assessed. Internal consistency is assessed by calculating Cronbach’s alpha to investigate whether a set of items measures a single, latent construct. George and Mallery (2003) suggest a Cronbach’s alpha >.9 is excellent, >.8 is good, >.7 is acceptable, >.6 is poor, >.5 is unacceptable. Test-retest reliability is usually assessed through calculating Intra-Class Correlations (ICCs) and investigates the stability of a measure over time. An ICC >.7 is considered acceptable. Validity can be assessed in different ways, for example content and face validity might be explored through interviews with respondents or a panel of experts and construct or criterion validity might be examined through correlating scores with other measures that aim to assess the same underlying construct or through exploring theoretically predicted relationships with specific variables. Sensitivity to change is another important psychometric property that refers to the ability of a measure to detect meaningful changes in the levels of a construct. This can only be explored when a measure has been used in a study where change is expected either due to intervention or over a period of time. Figure 5.1 Assessing the psychometric properties of measures