特殊教育需要儿童的水平外认知测试

IF 3.2 3区 心理学 Q2 PSYCHOLOGY, APPLIED European Journal of Psychological Assessment Pub Date : 2022-11-02 DOI:10.1027/1015-5759/a000736
Timo Gnambs, Lena Nusser
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引用次数: 0

摘要

摘要在学习领域有特殊教育需求的儿童有严重的学习障碍,经常表现出严重的认知障碍。因此,为普通学校儿童设计的基本认知能力标准评估工具对他们来说往往过于复杂,因此无法提供可靠的能力评估。本研究评估了德国版认知能力测试的水平外测试是否适合这些儿童的需求。因此,在德国五年级,有511名有SEN-L的儿童和573名没有SEN-L的低成就儿童接受了四项为四年级学生设计的推理和言语理解测试。结果显示,有SEN-L的儿童比没有SEN-L的孩子表现出更多的缺失反应。此外,四项测试中的三项对他们来说仍然太难了。重要的是,对于有和没有SEN-L的儿童,没有发现实质性的差异反应功能。因此,水平外测试可能是评估SEN-L儿童基本认知功能的一种可行策略。然而,比较解释将需要额外的规范或链接的测试版本,将水平外测试的结果放在一个共同的指标上。
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Out-of-Level Cognitive Testing of Children with Special Educational Needs
Abstract. Children with special educational needs in the area of learning (SEN-L) have severe learning disabilities and often exhibit substantial cognitive impairments. Therefore, standard assessment instruments of basic cognitive abilities designed for regular school children are frequently too complex for them and, thus, unable to provide reliable proficiency estimates. The present study evaluated whether out-of-level testing with the German version of the Cognitive Abilities Test using test versions developed for younger age groups might suit the needs of these children. Therefore, N = 511 children with SEN-L and N = 573 low achieving children without SEN-L attending fifth grades in Germany were administered four tests measuring reasoning and verbal comprehension that were designed for fourth graders. The results showed that children with SEN-L exhibited significantly more missing responses than children without SEN-L. Moreover, three of the four tests were still too difficult for them. Importantly, no substantial differential response functioning was found for children with and without SEN-L. Thus, out-of-level testing might represent a feasible strategy to assess basic cognitive functioning in children with SEN-L. However, comparative interpretations would require additional norms or linked test versions that place results from out-of-level tests on a common metric.
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来源期刊
CiteScore
6.40
自引率
4.00%
发文量
71
期刊介绍: The main purpose of the EJPA is to present important articles which provide seminal information on both theoretical and applied developments in this field. Articles reporting the construction of new measures or an advancement of an existing measure are given priority. The journal is directed to practitioners as well as to academicians: The conviction of its editors is that the discipline of psychological assessment should, necessarily and firmly, be attached to the roots of psychological science, while going deeply into all the consequences of its applied, practice-oriented development.
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