| Summary: | 博士 === 國立高雄師範大學 === 特殊教育學系 === 101 === This study employed the Activity and Participation Field as a fundamental structure, which was extracted from International Classification of Functioning, Disability and Health for Children and Youth Version (ICF-CY) developed by the World Health Organization, to assess the importance of the categories of nine domains in Activity and Participation Field applied to teenaged students with intellectual disabilities, in order to establish the core sets. In addition, the study compiled the Activity and Participation Scale for students with intellectual disabilities to carried out the assessment on the subjects between the ages of 12- and 18- year-old students with intellectual disabilities. The study not only tested the scale’s reliability and validity of each evidence, but it also established the norm for the use on identifying and teaching students with intellectual disabilities. Finally, based on the collected empirical data, the factor analysis was implemented to explore the theoretical framework of Activity and Participation Dimension. The major findings of the study were as follows.
First, in aspect of establishing the core sets, the opinions were collected from 101 Kaohsiung high school special education teachers, the researcher utilized analytic hierarchy process (AHP) to understand the teachers’ attitudes to and perceptions of relative importances of each domain and catagories in Activity and Participation Dimension. The results indicated nine domains in Chapter 5 "Self-care", Chapter 8 "the Main Areas of Life", and Chapter 6, "Home Life" were more important; however, the numbers of top 20 categories in Chapters 5 and 6 were far more than that in other chapters. Moreover, employing "generalizability theory" to carry out the reliability test of the relative assessment, the result showed that the variation was mostly caused by errors.
With respect to the scale development, a questionnaire was edited. Thirteen scholars and experts were invited to scrutinize the contents of each question from the questionnaire. Next, Aiken content validity coefficient was used to modify the questions. Thus a pre-test questionnaire of 276 questions was produced. In the pre-trial stage, 390 Kaohsiung junior and senior high school students with intellectual disabilities had been assessed. After retrieving the questionnaire, The Rasch model was used to examine the psychometric properties of the Activity and Participation Scale and by which it deleted two questions with poor fit. The researcher sampled the students with intellectual disabilities and the general students in secondary education in Taiwan and implemented a formal questionnaire. At length, 3362 questionnaires was retrieved. Reliability evidence included test-retest reliability, rater consistency reliability and internal consistency; validity evidence included content validity, criterion-related validity and construct validity. By means of a variety of statistical analysis, it demonstrated that this study had good reliability and validity evidence and built the sample norm. Moreover, by using t-test, ANOVA analysis and cluster analysis, the study found that the scale could effectively distinguish students with intellectual disabilities from different abilities.
Finally, the researcher conducted exploratory factor analysis (EFA) to investigate the factor structure, and found that Activity and Participation Dimension as a factor. And then on the basis of the theory, the study constructed the first-order factor model and the second-order factor model, using confirmatory factor analysis (CFA) to carry out the comparison of a variety of goodness of fit indices. The results showed Activity and Participation Dimension could not be explained by these two models. After correctiing the models, the results found that the model fitness had been improved, but the model became more complex than that before correction. Therefore, it failed to confirm that Activitiy and Participation dimension could be clearly divided into nine domains. In the multi-group analysis, the general students and students with intellectual disabilities were only invariant in the model of measurement weighted and covariance structure.
According to the findings and conclusions, several suggestions were proposed for the future research and practice in the field.
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