Assessment of Participation in Pediatric Neuropsychology
A Psychometric Evaluation of the ICF-CY-Based School Participation Scales (S-PS 24/7)
Abstract
Abstract: Pediatric patients with chronic health conditions often suffer from social and academic exclusion. Since disease-centered assessments do not allow for differentiated biopsychosocial profiling, this study aims to evaluate the psychometric quality of “The School Participation Scales 24/7,” a novel ICF-CY-based assessment tool. Results show high fit indices for most subscales, signifying structural equality between the tool and the ICF-CY. Acceptable criterion validity is given for established neuropsychological tests. Internal consistency and retest analyses revealed that most subscales reliably and stably measure the intended domains. Finally, the tool was standardized using a representative healthy sample. In summary, the S-PS 24/7 represents a useful tool for measuring school participation in pediatric patients, thereby building a profound basis for effective interventions.
Zusammenfassung: Schüler_innen mit chronischen Erkrankungen haben häufig Schwierigkeiten in der sozialen und schulischen Teilhabe. Je nach Erkrankung werden verschiedene diagnostische Verfahren eingesetzt, welche die bio-psycho-soziale Gesundheit aber nie ganzheitlich erfassen. Das Ziel dieser Studie ist die Entwicklung und psychometrische Evaluierung eines ICF-CY- (Internationale Klassifikation der Funktionsfähigkeit, Behinderung und Gesundheit bei Kindern und Jugendlichen) basierten Verfahrens zur Erfassung der schulischen Partizipation. Die Ergebnisse zeigen eine entsprechende Modellpassung bezüglich der ICF-CY. Die Kriteriumsvalidität konnte anhand neuropsychologischer Verfahren ausgewiesen werden und die interne Konsistenz und Stabilität sind für die meisten Subskalen zufriedenstellend. Der Fragebogen wurde zudem an einer umfangreichen Stichprobe gesunder Schüler_innen, deren Eltern und Lehrkräften normiert. Bei den S-PS 24/7 handelt es sich daher um ein psychometrisch angemessenes Verfahren zur Erfassung der schulischen Teilhabe, das gleichzeitig wertvolle Hinweise hinsichtlich effektiver Interventionen liefert.
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