与学校心理学家和语音语言病理学家一起分析ASKSP-R的差异性项目功能分析
Rabbiya Shahid1, Preston Botter2, Sijia Huang2
1Department of Applied Psychology in Education and Research Methodology, Indiana University Bloomington, Bloomington, IN, USA. rashahid@iu.edu.
Journal of autism and developmental disorders
|August 5, 2025
概括
自闭症谱知识量表专业版修订版 (ASKSP-R) 的两个项目显示了学校心理学家和语音语言病理学家之间的偏见,这表明改善自闭症知识评估的潜在修订.
科学领域:
- 心理测量 心理测量 心理测量
- 特殊教育 特殊教育
- 临床心理学 临床心理学
背景情况:
- 自闭症谱知识量表专业版修订版 (ASKSP-R) 是评估自闭症知识的关键工具.
- 了解专业知识对于有效支持自闭症儿童至关重要.
- 之前的研究已经确定了ASKSP-R的心理特征.
研究的目的:
- 评估ASKSP-R.R.的心理测量特性.
- 在学校心理学家 (SP) 和语音语言病理学家 (SLP) 之间识别差异性项目功能 (DIF).
- 为了比较SP和SLP之间的ASKSP-R分数分布.
主要方法:
- 使用差异性项目功能 (DIF) 分析.
- 从与自闭症儿童工作的学校专业人员收集了数据.
- 参与者包括210名学校心理学家和202名语音病理学家,他们完成了ASKSP-R.
主要成果:
- 在ASKSP-R上的两个特定项目 (14和15) 显示了DIF.
- 这些项目在SP和SLP的组之间运行方式不同.
- 没有其他项目显示显著的DIF.
结论:
- 在ASKSP-R中,SP和SLP之间发现了项目偏差.
- 专业培训和知识重点的差异可能解释了观察到的项目偏差.
- 建议修订ASKSP-R以提高其有效性和可靠性.
相关概念视频
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