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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，简要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：背景目的迫切需要加快发现特殊教育需求和残疾（SEND）。最近为教师和托儿所工作人员设计的一份简短问卷，即简短的早期技能和支持指数（BESSI），显示了良好的心理测量特性（Hughes、Daly、Foley、White和Devine，《英国教育心理学杂志》，85（3），332-356），但尚未被评估为一种工具，用于检测可能患有先天性痴呆症的儿童。为了弥补这一差距，本研究旨在评估BESSI分数（i）是否在发送状态中表现出测量不变性；（ii）显示与发送状态的独特关联；和（iii）对发送状态敏感且具体。样本方法84名教师和托儿所工作人员完成了2106名2.5-5.5岁英国儿童的BESSI评分（48.9%为男性，20%为少数民族，9.3%为发送声明）。我们采用多水平验证性因素分析、回归分析和ROC分析，以BESSI子量表（行为调整、语言和认知、日常生活技能和家庭支持）作为因变量，对每个研究问题进行检验。结果结论四个BESSI分量表是可靠的，在不同的发送状态下具有测量不变性。除了年龄、性别、家庭收入、种族和家庭规模的影响外，SEND状态预测了BESSI分数的显著独特差异。ROC分析表明，在检测被确认患有SEND的儿童时，BESSI总分的8.50分的临界值产生了良好的敏感性和特异性水平；针对性别的分析表明，女孩的临界值较低，为6.50。BESSI似乎是一个有用的工具，可以对儿童进行筛查，以便对SEND进行更详细的评估。

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