A brief version of the Scale of Emotional Development – Short

IF 2.1 2区医学 Q1 EDUCATION, SPECIAL Journal of Intellectual Disability Research Pub Date : 2024-01-06 DOI:10.1111/jir.13117

T. Sappok, B. Barrett, S. Lutter

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Abstract

Background

The Scale of Emotional Development – Short (SED-S) captures the level of emotional development in persons with a disorder of intellectual development (DID) with 200 items on five developmental levels. The study aims to develop a brief version of the SED-S.

Methods

Based on item analysis (proportions, χ²-test, Spearman's ρ and corrected item–total correlation), a brief version of the SED-S was developed in a sample of 224 adults with a DID (n₁) and validated in a second independent matched sample (n₂ = 223).

Results

Item reliability ranged per item set from Cronbach's α = 0.835 to 0.924. Weighted kappa resulted in κ_ω = 0.743 (P < 0.001, 95% confidence interval = 0.690–0.802). Overall agreement of the brief version with the original SED-S was P_O = 0.7. The brief version of the SED-S showed weaknesses in distinguishing level 2 from the adjacent levels.

Conclusions

The brief version of the SED-S showed good reliability and moderate to good validity results. Items of phase 2 and, to some degree, of phase 5 should be revised to further improve the psychometric properties of the scale.

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情绪发展量表（简易版）。

背景：情绪发展量表-简版（SED-S）通过五个发展水平的 200 个项目来反映智力发展障碍（DID）患者的情绪发展水平。本研究旨在编制简明版 SED-S：根据项目分析（比例、χ2 检验、斯皮尔曼ρ和校正项目总相关性），在 224 名智力发育障碍成人样本（n1）中开发了简明版 SED-S，并在第二个独立匹配样本（n2 = 223）中进行了验证：每组项目的信度范围为 Cronbach's α = 0.835 至 0.924。加权卡帕结果为κω = 0.743（P O = 0.7）。简明版 SED-S 在区分第 2 级和相邻级别方面存在不足：简明版 SED-S 显示出良好的信度和中度至良好的效度。结论：简明版 SED-S 显示出良好的信度和中度至良好的效度。应修订第 2 阶段的项目，并在一定程度上修订第 5 阶段的项目，以进一步提高量表的心理测量学特性。

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来源期刊

Journal of Intellectual Disability Research Multiple-

CiteScore

5.60

自引率

5.60%

发文量

期刊介绍： The Journal of Intellectual Disability Research is devoted exclusively to the scientific study of intellectual disability and publishes papers reporting original observations in this field. The subject matter is broad and includes, but is not restricted to, findings from biological, educational, genetic, medical, psychiatric, psychological and sociological studies, and ethical, philosophical, and legal contributions that increase knowledge on the treatment and prevention of intellectual disability and of associated impairments and disabilities, and/or inform public policy and practice. Expert reviews on themes in which recent research has produced notable advances will be included. Such reviews will normally be by invitation.