Validity of the school setting interview for students with special educational needs in regular high school – a Rasch analysis

Moa Yngve; Michaela Munkholm; Helene Lidstr?m; Helena Hemmingsson; Elin Ekbladh

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Validity of the school setting interview for students with special educational needs in regular high school – a Rasch analysis

机译：学校设置面试对普通高中有特殊教育需求的学生的有效性– Rasch分析

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BackgroundParticipation in education is a vital component of adolescents’ everyday life and a determinant of health and future opportunities in adult life. The School Setting Interview (SSI) is an instrument which assesses student-environment fit and reflects the potential needs for adjustments to enhance students’ participation in school activities. The aim of the study was to investigate the psychometric properties of the SSI for students with special educational needs in regular high school. MethodsA sample of 509 students with special educational needs was assessed with the SSI. The polytomous unrestricted Rasch model was used to analyze the psychometric properties of the SSI regarding targeting, model fit, differential item functioning (DIF), response category functioning and unidimensionality. ResultsThe SSI generally confirmed fit to assumptions of the Rasch model. Reliability was acceptable (0.73) and the SSI scale was able to separate students into three different levels of student-environment fit. DIF among gender was detected in item “Remember things” and in item “Homework” DIF was detected among students with or without diagnosis. All items had disordered thresholds. The SSI demonstrated unidimensionality and no response dependence was present among items. ConclusionThe results suggest that the SSI is valid for use among students with special educational needs in order to provide and evaluate environmental adjustments. However, the items with the detected DIF and the SSI rating scale with its disordered thresholds needs to be further scrutinized.

机译：背景知识参与教育是青少年日常生活的重要组成部分，是健康和成人生活中未来机会的决定因素。学校设置面试（SSI）是一种评估学生与环境的契合度的工具，它反映了进行调整以增强学生对学校活动的参与的潜在需求。该研究的目的是调查普通高中有特殊教育需要的学生的SSI心理测量特性。方法采用SSI评估509名有特殊教育需求的学生。多元无限制Rasch模型用于分析SSI的心理测量特性，包括针对性，模型拟合，差异项功能（DIF），响应类别功能和一维性。结果SSI总体上证明符合Rasch模型的假设。可靠性是可以接受的（0.73），SSI量表能够将学生分为三个不同级别的学生与环境。在“记住事情”项和“家庭作业”项中检测到性别之间的DIF，在有或没有诊断的学生中检测到DIF。所有项目的门槛均无序。 SSI表现出一维性，项目之间不存在响应依赖性。结论结果表明，SSI对于有特殊教育需求的学生有效，以提供和评估环境调整。但是，需要进一步检查具有检测到的DIF和SSI等级量表以及无序阈值的项目。

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《Health and Quality of Life Outcomes》 |2018年第1期|共页
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Moa Yngve; Michaela Munkholm; Helene Lidstr?m; Helena Hemmingsson; Elin Ekbladh;
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中图分类预防医学、卫生学;
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Validity of the school setting interview for students with special educational needs in regular high school – a Rasch analysis

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