Consequential validity of an assistive technology supplement for the School Function Assessment. Assist Technol 2006;18(2):155-65
Date
01/24/2007Pubmed ID
17236474DOI
10.1080/10400435.2006.10131914Scopus ID
2-s2.0-33845247307 (requires institutional sign-in at Scopus site) 6 CitationsAbstract
Educators and therapists implement assistive technology to maximize educational outcomes of students with disabilities. However, few measure the outcomes of interventions because of a lack of valid measurement tools. This study investigated whether an assistive technology supplement for the School Function Assessment demonstrates an important aspect of construct validity. Specifically, the study examined a type of consequential validity. Twenty-eight school-based therapists participated in the study. Two t tests compared a group using the School Function Assessment (n = 13) to a group using the assistive technology supplement to the School Function Assessment (n = 15). The first t test examined the difference in confidence therapists perceived in their ability to develop assistive technology interpretations. The second t test compared the number of assistive technology interpretations matching those of an expert panel. The first t test did not achieve significance (p = .998). The second t test achieved significance (p = .001). These results suggest, with certain limitations, that the assistive technology supplement for the School Function Assessment exhibits this important aspect of construct validity.
Author List
Silverman MK, Smith ROAuthor
Roger Smith PhD Professor in the Occupational Science & Technology department at University of Wisconsin - MilwaukeeMESH terms used to index this publication - Major topics in bold
ChildDisabled Children
Education, Special
Humans
Observer Variation
Occupational Therapy
Physical Therapy Specialty
Reproducibility of Results
Self-Help Devices
Wisconsin