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Validity of the school setting interview for students with special educational needs in regular high school - a Rasch analysis
Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.ORCID iD: 0000-0003-1073-1977
Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.ORCID iD: 0000-0002-1545-3876
Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
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2018 (English)In: Health and Quality of Life Outcomes, ISSN 1477-7525, E-ISSN 1477-7525, Vol. 16, article id 12Article in journal (Refereed) Published
Abstract [en]

Background: Participation in education is a vital component of adolescents everyday life and a determinant of health and future opportunities in adult life. The School Setting Interview (SSI) is an instrument which assesses student-environment fit and reflects the potential needs for adjustments to enhance students participation in school activities. The aim of the study was to investigate the psychometric properties of the SSI for students with special educational needs in regular high school. Methods: A sample of 509 students with special educational needs was assessed with the SSI. The polytomous unrestricted Rasch model was used to analyze the psychometric properties of the SSI regarding targeting, model fit, differential item functioning (DIF), response category functioning and unidimensionality. Results: The SSI generally confirmed fit to assumptions of the Rasch model. Reliability was acceptable (0.73) and the SSI scale was able to separate students into three different levels of student-environment fit. DIF among gender was detected in item "Remember things" and in item "Homework" DIF was detected among students with or without diagnosis. All items had disordered thresholds. The SSI demonstrated unidimensionality and no response dependence was present among items. Conclusion: The results suggest that the SSI is valid for use among students with special educational needs in order to provide and evaluate environmental adjustments. However, the items with the detected DIF and the SSI rating scale with its disordered thresholds needs to be further scrutinized.

Place, publisher, year, edition, pages
BIOMED CENTRAL LTD , 2018. Vol. 16, article id 12
Keywords [en]
Psychometrics; Neuropsychiatric disorder; Dyslexia; Assessment; Instrument development; Person-environment fit; Participation; Support in school; Occupational therapy
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Other Health Sciences
Identifiers
URN: urn:nbn:se:liu:diva-144556DOI: 10.1186/s12955-017-0830-6ISI: 000419900800001PubMedID: 29329584OAI: oai:DiVA.org:liu-144556DiVA, id: diva2:1178248
Note

Funding Agencies|Swedish Institute of Assistive Technology (SIAT); Linkoping University

Available from: 2018-01-29 Created: 2018-01-29 Last updated: 2018-02-21

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Yngve, MoaMunkholm, MichaelaLidström, HeleneHemmingsson, HelenaEkbladh, Elin
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