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Validating GO 4 KIDDS as a brief measure of adaptive skills in special education settings for children with severe intellectual disability
Author(s) -
Pan Xinyu,
Totsika Vasiliki,
Nicholls Gemma,
Paris Andreas
Publication year - 2019
Publication title -
journal of applied research in intellectual disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.056
H-Index - 63
eISSN - 1468-3148
pISSN - 1360-2322
DOI - 10.1111/jar.12524
Subject(s) - vineland adaptive behavior scale , intellectual disability , adaptive behaviour , psychology , adaptive behavior , scale (ratio) , developmental psychology , convergent validity , special education , clinical psychology , internal consistency , psychometrics , mathematics education , psychiatry , physics , quantum mechanics
Background Adaptive skills measures tend to be lengthy. The GO 4 KIDDS (Great Outcomes for Kids Impacted by Severe Developmental Disabilities; (Journal of Applied Research in Intellectual Disabilities, 58, 2015 and 594)) Brief Adaptive Behaviour Scale was developed to provide a brief assessment of adaptive skills. Our study aimed to examine the psychometric properties of G04 KIDDS Brief Adaptive Scale in a large sample of children in special education. Methods Teachers reported on 361 students with severe to profound intellectual disability. The scale's factor structure was examined through principal components analysis ( PCA ), while its convergent validity was examined in relation to the Vineland ( VABS ‐ II ; Vineland‐II adaptive behavior scales, Circle Pines, MN, AGS and 2005). Results The PCA indicated a single component measuring overall adaptive skills, which had excellent internal consistency (alpha = 0.93), and convergent validity (Pearson's r = 0.81). Conclusions Teacher‐reported scores on GO 4 KIDDS Brief Behaviour Scale can provide a reliable and valid composite of adaptive skills in children with severe to profound intellectual disability. The scale will be useful to researchers and teachers who need a brief descriptive assessment of adaptive functioning.