Comparison of self-administered versus read-aloud questionnaires for psychological measurement in students with low intellectual functioning: use of frequentist and Bayesian approaches.
Background: Students with low intellectual functioning (LIF) often experience barriers to participating in social research due to the literacy demands of the survey's typical self-administered format. Although evidence for the validity of the read-aloud format for educational testing abounds, few st...
| Publicado en: | International Journal of Developmental Disabilities Vol. 71; no. 3; pp. 408 - 420 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
May2025
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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=184764266&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184764266 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: May2025 vid: 71 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 184764266 169864995 184764266 184764266 10.1080/20473869.2023.2243414 184764266 ppf: 408 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Comparison of self-administered versus read-aloud questionnaires for psychological measurement in students with low intellectual functioning: use of frequentist and Bayesian approaches. aug: au: Pérez-Salas, Claudia P. Parra, Victoria Ortega, Alonso Sáez-Delgado, Fabiola Ramírez-Peña, Pamela Zañartu, Isidora affil: Social Science Faculty, Psychology Department, Universidad de Concepción, Concepción, Chile sug: subj: Students with Disabilities Psychosocial Factors Intellectual Disability Questionnaires Self Assessment Methods Human Male Female Adolescence Young Adult Comparative Studies Quasi-Experimental Studies Coefficient alpha Clinical Assessment Tools Scales Descriptive Statistics Analysis of Variance Multivariate Analysis of Variance Funding Source Adolescent: 13-18 years Male Female ab: Background: Students with low intellectual functioning (LIF) often experience barriers to participating in social research due to the literacy demands of the survey's typical self-administered format. Although evidence for the validity of the read-aloud format for educational testing abounds, few studies have analyzed the impact of application formats on attitudes or opinion questionnaires for LIF students. Aim: To analyze the effect of self-administered vs read-aloud formats on LIF and typical development (TD) students using four psychological questionnaires for school contexts (Student Engagement Instrument, Multidimensional School Engagement Scale [MSES], Brief Multidimensional Student Life Satisfaction Scale, and School Participation Scale). Method: A mixed factorial (2x2) design was used. Thirty-two students participated (14 to 19 years old; M = 15.39; SD = 1.27): 17 with LIF and 15 with TD. Results: Reliability indices between formats for LIF students in most questionnaire subscales were found to be adequate and equivalent. All instrument subscales had appropriate intra-subject correlations between formats, indicating that LIF students had similar scores in both. Only the MSES showed a format effect, where LIF students reported fewer disengagement behaviors in the read-aloud format. Frequentist and Bayesian statistics were conducted looking for convergences due to the small sample size. Conclusion: We discuss the case-related appropriateness of each application format and propose a new criterion to choose between them to guarantee the inclusion of LIF students in psychological research. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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