The Development of Adapting Questionnaire for screening Elementary Learning Disabilities students: Teacher Edition

• Main Authors: Jia-Jun Lin, 林家君
• Other Authors: Chen-Huei Liao
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/9yktx4

碩士 === 國立臺中教育大學 === 特殊教育學系碩士班 === 103 === The main purpose of this study was to build a “The development of Adapting Questionnaire for screening Elementary Learning Disabilities students: Teacher Edition”, and explore the reliability and validity、the effect of save item and classification. The objects of this study was the elementary school teachers of first grade to sixth grade with Learning Disabilities students in the class, and who filled in the questionnaires of this study according to the learning behavior features of a Learning Disabilities student and two peers in the class, and the questionnaires were total 1114. The methods of this study were under the item response theory framework to estimate the ability values of objects, and analyzed the validity、reliability、t-test and one-way ANOVA with Statistical Package for the Social Science. Then got the effect of save items through computerized adaptive testing simulation. Finally, used a quadratic classifier to classify the types of Learning disabilities. The conclusions were drawn as follows: (1) There were good validity and reliability in the “The development of Adapting Questionnaire for screening Elementary Learning Disabilities students: Teacher Edition” of this study. (2) It could save 125 items when the SE equaled 3.5 of the stopping rules of the test. (3) It could distinguishing the group of Reading Learning Disabilities with the group of general students in the “The development of Adapting Questionnaire for screening Elementary Learning Disabilities students: Teacher Edition” of this study. It could be classified Reading Learning Disabilities when the ability values was more than -0.44 in the Reading Learning Disabilities dimension. The correct rate was 92％. (4) It could distinguishing the group of Written Learning Disabilities with the group of general students in the “The development of Adapting Questionnaire for screening Elementary Learning Disabilities students: Teacher Edition” of this study. It could be classified Written Learning Disabilities when the ability values was more than -0.62 in the Written Learning Disabilities dimension. The correct rate was 84％. (5) It could distinguishing the group of Mathematics Learning Disabilities with the group of general students in the “The development of Adapting Questionnaire for screening Elementary Learning Disabilities students: Teacher Edition” of this study. It could be classified Mathematics Learning Disabilities when the ability values was more than -0.69 in the Mathematics Learning Disabilities dimension. The correct rate was 84％. (6) It could distinguishing the group of Nonverval Learning Disabilities with the group of general students in the “The development of Adapting Questionnaire for screening Elementary Learning Disabilities students: Teacher Edition” of this study. It could be classified Nonverval Learning Disabilities when the ability values was more than -1.40 in the Nonverval Learning Disabilities dimension. The correct rate was 72％.