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Reliability and Validity of Questionnaires to Assess Communication Skills in People With Intellectual Disabilities: A
Catriona Windsor1, Kari-Anne Bottegård Næss1, Melanie Kirmess1
1Department of Special Needs Education, University of Oslo, Oslo, Norway.
Journal of Intellectual Disability Research : JIDR
|December 1, 2025
Summary
Assessing communication in individuals with intellectual disabilities requires valid tools. This review found existing questionnaires lack comprehensive validation, highlighting the need for stakeholder input and further psychometric testing for reliable communication assessments.
Area of Science:
- Psychology
- Linguistics
- Disability Studies
Background:
- Assessing communication in individuals with intellectual disabilities (ID) is crucial but challenging.
- Limited availability of psychometrically robust tools hinders effective communication assessment in this population.
Purpose of the Study:
- To systematically evaluate the validity and reliability of communication questionnaires used with individuals with intellectual disabilities.
- To identify gaps in psychometric properties of existing communication assessment tools for this population.
Main Methods:
- Systematic review following PRISMA 2020 guidelines and COSMIN definitions.
- Searched five databases (2000-2024) for studies on communication questionnaires for individuals with ID.
- Appraised methodological quality using the QualSyst tool.
Main Results:
- Six questionnaires met inclusion criteria; validity evidence was more frequent than reliability.
- Documentation of validity and reliability was inconsistent across studies.
- No questionnaire underwent comprehensive evaluation; content validity was often limited by insufficient stakeholder involvement.
Conclusions:
- Existing communication questionnaires show potential but require further validation.
- Future research must prioritize stakeholder engagement and robust content/structural validity.
- Enhanced psychometric evaluation is needed for inclusive and reliable communication assessment in individuals with ID.
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