Examining measurement invariance and differences across groups in the support needs of children with and without intellectual disability

Abstract: Background: The purposes of this study were to empirically determine whether the support needs construct is generalizable across children with and without intellectual disability and to conduct cross?group comparisons to explore how extraordinary and non?extraordinary support needs differ...

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Autores: Verdugo, Miguel A., Amor, Antonio M., Arias, Víctor B., Guillén-Martín, Verónica Marina|||0000-0003-2465-6082, Fernández, María, Arias, B.
Tipo de recurso: artículo
Fecha de publicación:2019
País:España
Institución:Universidad de Cantabria (UC)
Repositorio:UCrea Repositorio Abierto de la Universidad de Cantabria
Idioma:inglés
OAI Identifier:oai:repositorio.unican.es:10902/31055
Acceso en línea:https://hdl.handle.net/10902/31055
Access Level:acceso abierto
Palabra clave:Support needs
Support needs assessment
Supports intensity scale-children’s version
Measurement invariance
Multi-group confirmatory factor analysis
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spelling Examining measurement invariance and differences across groups in the support needs of children with and without intellectual disabilityVerdugo, Miguel A.Amor, Antonio M.Arias, Víctor B.Guillén-Martín, Verónica Marina|||0000-0003-2465-6082Fernández, MaríaArias, B.Support needsSupport needs assessmentSupports intensity scale-children’s versionMeasurement invarianceMulti-group confirmatory factor analysisAbstract: Background: The purposes of this study were to empirically determine whether the support needs construct is generalizable across children with and without intellectual disability and to conduct cross?group comparisons to explore how extraordinary and non?extraordinary support needs differ in children. Method: One thousand thirty?six children (814 with intellectual disability 222 with?out intellectual disability) were assessed using the SIS?C.Results: The SIS?C achieved scalar invariance between children with and without intellectual disability. Cross?group comparisons revealed differences in variances, in correlations between factors and significant latent mean differences for all factors. Conclusion: Results show that the support needs construct is generalizable to chil?dren with and without intellectual disability and that there are no qualitative differ?ences in how they show their support needs, so typically developing children can be used as a reference group to explore differences between extraordinary and non?ex?traordinary support needs. Conceptual and practical implications are discussed, and future lines of research are provided.Wiley-BlackwellUniversidad de Cantabria20192019-11-01journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articlehttps://hdl.handle.net/10902/31055JARID. Journal of Applied Research in Intellectual Disabilities, 2019;32:1535?1548reponame:UCrea Repositorio Abierto de la Universidad de Cantabriainstname:Universidad de Cantabria (UC)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.unican.es:10902/310552026-06-02T12:39:31Z
dc.title.none.fl_str_mv Examining measurement invariance and differences across groups in the support needs of children with and without intellectual disability
title Examining measurement invariance and differences across groups in the support needs of children with and without intellectual disability
spellingShingle Examining measurement invariance and differences across groups in the support needs of children with and without intellectual disability
Verdugo, Miguel A.
Support needs
Support needs assessment
Supports intensity scale-children’s version
Measurement invariance
Multi-group confirmatory factor analysis
title_short Examining measurement invariance and differences across groups in the support needs of children with and without intellectual disability
title_full Examining measurement invariance and differences across groups in the support needs of children with and without intellectual disability
title_fullStr Examining measurement invariance and differences across groups in the support needs of children with and without intellectual disability
title_full_unstemmed Examining measurement invariance and differences across groups in the support needs of children with and without intellectual disability
title_sort Examining measurement invariance and differences across groups in the support needs of children with and without intellectual disability
dc.creator.none.fl_str_mv Verdugo, Miguel A.
Amor, Antonio M.
Arias, Víctor B.
Guillén-Martín, Verónica Marina|||0000-0003-2465-6082
Fernández, María
Arias, B.
author Verdugo, Miguel A.
author_facet Verdugo, Miguel A.
Amor, Antonio M.
Arias, Víctor B.
Guillén-Martín, Verónica Marina|||0000-0003-2465-6082
Fernández, María
Arias, B.
author_role author
author2 Amor, Antonio M.
Arias, Víctor B.
Guillén-Martín, Verónica Marina|||0000-0003-2465-6082
Fernández, María
Arias, B.
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv Universidad de Cantabria
dc.subject.none.fl_str_mv Support needs
Support needs assessment
Supports intensity scale-children’s version
Measurement invariance
Multi-group confirmatory factor analysis
topic Support needs
Support needs assessment
Supports intensity scale-children’s version
Measurement invariance
Multi-group confirmatory factor analysis
description Abstract: Background: The purposes of this study were to empirically determine whether the support needs construct is generalizable across children with and without intellectual disability and to conduct cross?group comparisons to explore how extraordinary and non?extraordinary support needs differ in children. Method: One thousand thirty?six children (814 with intellectual disability 222 with?out intellectual disability) were assessed using the SIS?C.Results: The SIS?C achieved scalar invariance between children with and without intellectual disability. Cross?group comparisons revealed differences in variances, in correlations between factors and significant latent mean differences for all factors. Conclusion: Results show that the support needs construct is generalizable to chil?dren with and without intellectual disability and that there are no qualitative differ?ences in how they show their support needs, so typically developing children can be used as a reference group to explore differences between extraordinary and non?ex?traordinary support needs. Conceptual and practical implications are discussed, and future lines of research are provided.
publishDate 2019
dc.date.none.fl_str_mv 2019
2019-11-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10902/31055
url https://hdl.handle.net/10902/31055
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Wiley-Blackwell
publisher.none.fl_str_mv Wiley-Blackwell
dc.source.none.fl_str_mv JARID. Journal of Applied Research in Intellectual Disabilities, 2019;32:1535?1548
reponame:UCrea Repositorio Abierto de la Universidad de Cantabria
instname:Universidad de Cantabria (UC)
instname_str Universidad de Cantabria (UC)
reponame_str UCrea Repositorio Abierto de la Universidad de Cantabria
collection UCrea Repositorio Abierto de la Universidad de Cantabria
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.300719

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