Evaluating the effectiveness of the CAIDS-Q for screening for intellectual disability in mainstream schools.
AbstractObjectivesMethodsResultsConclusionsThe identification of intellectual disability in children can help them access targeted support and interventions. Research suggests that current methods of identifying intellectual disability in schools in the United Kingdom need to be improved. Screening...
| Publicado en: | International Journal of Developmental Disabilities pp. 1 - 14 |
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| Autores principales: | , , , |
| Formato: | Journal Article |
| Publicado: |
Taylor & Francis Ltd
Sep2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180059228&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180059228 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Sep2024 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 180059228 10.1080/20473869.2024.2410524 180059228 ppf: 1 ppct: 13 formats: fmt: @attributes: type: P tig: atl: Evaluating the effectiveness of the CAIDS-Q for screening for intellectual disability in mainstream schools. aug: au: McKenzie, Karen Murray, George Metcalfe, Dale Hackett, Simon affil: Department of Psychology, Northumbria University sug: ab: AbstractObjectivesMethodsResultsConclusionsThe identification of intellectual disability in children can help them access targeted support and interventions. Research suggests that current methods of identifying intellectual disability in schools in the United Kingdom need to be improved. Screening tools can play a role in this. The study examined the performance of the Child and Adolescent Intellectual Disability Screening Questionnaire (CAIDS-Q) in mainstream schools as a means of facilitating identification of intellectual disability.Parents and/or teachers of 70 children completed the CAIDS-Q and an assessment of adaptive functioning about them. Children who were indicated as having difficulties completed an intellectual assessment. The data were used to explore some psychometric properties of the CAIDS-Q.The CAIDS-Q had sensitivity and specificity values of 100% and 79% respectively when completed by teachers and 92% and 70% when completed by parents. CAIDS-Q scores correlated positively with intellectual and adaptive functioning scores, with large and medium effect sizes respectively. There was moderate agreement between parents and teachers on the outcome of the CAIDS-Q.The CAIDS-Q, when used in mainstream schools, had psychometric properties consistent with those found in health service settings. It may offer a way of improving identification of intellectual disability in educational settings. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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