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首页> 外文期刊>British journal of educational psychology >School readiness in children with special educational needs and disabilities: Psychometric findings from a new screening tool, the Brief Early Skills, and Support Index
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School readiness in children with special educational needs and disabilities: Psychometric findings from a new screening tool, the Brief Early Skills, and Support Index

机译：具有特殊教育需求和残疾儿童的学校准备：来自新的筛选工具，简短的早期技能和支持指数的心理测量结果

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Background Aims There is an urgent need to accelerate the detection of special educational needs and disabilities (SEND). A recent brief questionnaire designed for teachers and nursery staff, the Brief Early Skills and Support Index (BESSI), shows promising psychometric properties (Hughes, Daly, Foley, White, & Devine, . British Journal of Educational Psychology, 85(3), 332-356.), but has yet to be evaluated as a tool for detecting children who may have SEND. Addressing this gap, this study aimed to assess whether BESSI scores (i) show measurement invariance across SEND status; (ii) show unique associations with SEND status; and (iii) are sensitive and specific to SEND status. Sample Method Eighty-four teachers and nursery staff completed BESSI ratings for 2106 British children aged 2.5-5.5 years (48.9% male, 20% ethnic minority, 9.3% with a statement of SEND). We applied multilevel confirmatory factor analyses, regression analyses, and ROC analyses to examine each of the study questions, using the BESSI subscales (Behavioural Adjustment, Language and Cognition, Daily Living Skills, and Family Support) as dependent variables. Results Conclusion The four BESSI subscales were reliable and showed measurement invariance across SEND status. Over and above effects of age, gender, family income, ethnicity, and family size, SEND status predicted substantial unique variance in BESSI scores. ROC analyses showed that in detecting children identified as having SEND, a cut-off score of 8.50 on the BESSI total score produced good levels of sensitivity and specificity; gender-specific analyses indicated a lower cut-off score of 6.50 for girls. The BESSI appears to be a useful tool in screening children for more detailed assessment of SEND.
机译：背景技术旨在迫切需要加快检测特殊教育需求和残疾（发送）。最近为教师和托儿所工作人员设计的简短问卷，简要的早期技能和支持指数（BESSI）显示了有前途的心理测量性能（Hughes，Daly，Foley，White和Devine，。英国教育心理学杂志，85（3）， 332-356。），但尚未评估为检测可能发送的儿童的工具。解决这一差距，这项研究旨在评估Bessi评分（i）是否显示横跨发送状态的测量不变性; （ii）显示与发送状态的唯一关联; （iii）是敏感的，具体的发送状态。样本方法八十四位教师和托儿所工作人员完成了2106名英国儿童的Bessi评级（男性为48.9％，20％的少数群体，9.3％，发表姓氏）。我们应用了多级确认因素分析，回归分析和ROC分析，以检查每个研究问题，使用Bessi分量（行为调整，语言和认知，日常生活技能以及家庭支持）作为受抚养变量。结果结论四个Bessi分量是可靠的，并在发送状态下显示了测量不变性。超过年龄，性别，家庭收入，种族和家庭规模的效果，发送状态预测了BESSI分数的大量独特方差。 ROC分析表明，在检测鉴定为已发送的儿童时，BESSI总成绩为8.50的截止得分产生了良好的敏感性和特异性;性别特异性分析表明女孩较低的截止分数为6.50。 Bessi似乎是筛选儿童的有用工具，以便更详细的发送评估。

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