Assessing Family Outcomes Over Time: Longitudinal Measurement Invariance of the Family Outcomes Survey–Revised

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2021-02-18 DOI:10.1177/0271121421990838

N. Waschl, K. Poon, Mo Chen, Huichao Xie

{"title":"Assessing Family Outcomes Over Time: Longitudinal Measurement Invariance of the Family Outcomes Survey–Revised","authors":"N. Waschl, K. Poon, Mo Chen, Huichao Xie","doi":"10.1177/0271121421990838","DOIUrl":null,"url":null,"abstract":"The Family Outcomes Survey–Revised (FOS-R) measures family outcomes of services for young children with disabilities or developmental delays, and it can be used to investigate change in outcome achievement over time. To confirm the validity of FOS-R change scores, it must be established that the FOS-R measures the same construct over time; if so, score changes can be attributed to family outcome achievement. However, if not, interpretation of change scores may be misleading. Caregivers (N = 349) of Singaporean children with developmental delays receiving early intervention services completed the FOS-R Part A twice, approximately 1 year apart. Factor analysis was used to confirm the structure of the FOS-R Part A and to assess whether the scale measures the same thing across time (i.e., longitudinal measurement invariance). Results provided support for partial longitudinal measurement invariance, indicating that change scores on this scale can be validly interpreted with certain caveats.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"60 - 70"},"PeriodicalIF":2.0000,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121421990838","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Topics in Early Childhood Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/0271121421990838","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 1

Abstract

The Family Outcomes Survey–Revised (FOS-R) measures family outcomes of services for young children with disabilities or developmental delays, and it can be used to investigate change in outcome achievement over time. To confirm the validity of FOS-R change scores, it must be established that the FOS-R measures the same construct over time; if so, score changes can be attributed to family outcome achievement. However, if not, interpretation of change scores may be misleading. Caregivers (N = 349) of Singaporean children with developmental delays receiving early intervention services completed the FOS-R Part A twice, approximately 1 year apart. Factor analysis was used to confirm the structure of the FOS-R Part A and to assess whether the scale measures the same thing across time (i.e., longitudinal measurement invariance). Results provided support for partial longitudinal measurement invariance, indicating that change scores on this scale can be validly interpreted with certain caveats.

查看原文本刊更多论文

随时间评估家庭结果:家庭结果调查的纵向测量不变性-修订

修订后的家庭结果调查（FOS-R）衡量残疾或发育迟缓幼儿服务的家庭结果，可用于调查结果成就随时间的变化。为了确认FOS-R变化评分的有效性，必须确定FOS-R随着时间的推移测量相同的结构；如果是这样，分数的变化可以归因于家庭结果成就。然而，如果没有，对变化分数的解释可能会产生误导。接受早期干预服务的新加坡发育迟缓儿童的照顾者（N=349）完成了两次FOS-R A部分，间隔约1年。因子分析用于确认FOS-R A部分的结构，并评估量表是否在时间上测量相同的东西（即纵向测量不变性）。结果为部分纵向测量不变性提供了支持，表明该量表上的变化分数可以通过某些注意事项进行有效解释。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

期刊介绍： Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.