Guide for calculating and interpreting effect sizes and confidence intervals in intellectual and developmental disability research studies (original) (raw)
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Effect Size Use in Studies of Learning Disabilities
Journal of Learning Disabilities, 2003
The misinterpretation and overuse of significance testing in the social sciences has been widely criticized. This criticism is reviewed, along with several recommendations found in the literature, including the use of effect size measures to enhance the interpretation of significance testing. A review of typical effect size measures and their application is followed by an analysis of the extent to which effect size measures have been applied in three prominent journals on learning disabilities over a 10-year period. Specific recommendations are offered for using effect size measures to improve the quality of reporting on quantitative research in the field of learning disabilities.
Perceptual and Motor Skills, 2006
Education and rehabilitation research with persons with developmental disabilities is often based on single-case designs (with small numbers of ordinal data points collected at irregular intervals) and relies upon graphic display and visual inspection of the data. This paper (a) provides a brief account of some statistical tests, which may serve to supplzment the visual inspection process and (b) underlines some of their strengths and limitations to help education and rehabilitation personnel make a reasonable choice among them.
Measuring developmental and functional status in children with disabilities
Developmental Medicine & Child Neurology, 1999
This study compared performance on the Functional Independence Measure for Children (WeeFIM TM ), the Battelle Developmental Inventory Screening Test (BDIST), and the Vineland Adaptive Behavior Scales (VABS) in children with developmental disabilities. The three instruments were administered to 205 children with identified disabilities. All 205 children were tested using the WeeFIM instrument. The BDIST was administered to 101 children and the VABS to the remaining 104 children. Administration was counterbalanced and randomized across all three instruments. A proportional sampling plan was used to select the 205 children, who ranged in age from 11 to 87 months. A variety of medical diagnoses and levels of severity of motor, cognitive, and communication impairments were systematically included in the sample. Correlations (r) among subscales for all three instruments ranged from 0.42 to 0.92. Correlations for total scores ranged from 0.72 to 0.94. Analyses of potential moderator variables found no significant relation between age and severity of disability (r=0.05) or between socioeconomic status (SES) and severity of disability (r=0.21). Correlations with age were strongest for those subscale scores involving gross and fine motor skills. Correlations with SES and subscale scores ranged from 0.03 to 0.18. The three instruments provide important information regarding childhood performance in motor, self-care, communicative, cognitive, and social skills. The WeeFIM instrument requires less administration time and provides information directly relevant to evaluating functional outcomes for children with disabilities and their families.
Use of an abbreviated version of the WISC-R with learning disabled children
Psychology in the Schools, 1986
The Wechsler Intelligence Scale for Children-Revised (WISC-R) was administered to 56 learning disabled children, using standard assessment procedures and format as outlined by Wechsler. Abbreviated IQ scores were then derived by applying the Kennedy-Elder formula, an equation that uses five WISC-R subtests with varied weightings. Comparisons between the standard IQ scores and the abbreviated IQ scores were evaluated. A Pearson product-moment correlation coefficient of .83 and a nonsignificant t-test between the mean IQs suggested the two scores were interchangeable.
Introduction to Intellectual and Developmental Disabilities
2016
Intellectual disability (ID) is the term used to describe a condition defined by limits in cognitive and adaptive abilities that affect function and initially manifest before 18 years of age. This term supplanted the earlier term ‘mental retardation’ within the past two decades. The term developmental disability (DD) was coined de novo in the 1970s when the Developmental Disabilities Act of the US Congress was passed. While an ID is determined by formal psychometric testing to assess the intelligence quotient and adaptive functioning, the term DD is more generic and may include elements of physical limitations in addition to the ID. Both terms are often used interchangeably and have been blended into the term intellectual and developmental disabilities (IDD) to be inclusive for or all individuals who have limitations in cognitive as well as physical functions that are: based on central nervous system dysfunction, manifest in the childhood years, and have lifelong implications. Our g...
Journal of Clinical Epidemiology, 2013
Objective: To develop and validate a concise, parent-completed Brief Intellectual Disability Scale (BIDS) for children in lowedisability resource and highedisability care burden countries. Study Design and Setting: In this prospective cross-sectional study of 124 children recruited from a facility for intellectual disability (ID), the newly developed BIDS as the measure for validation as well as for the gold standard and convergent and divergent validities was administered by independent raters. Tests for diagnostic accuracy, reproducibility, and validity were conducted at the item and scale levels. Results: The BIDS scores of !5 (sensitivity [Sn] 5 71.43%, specificity [Sp] 5 80.95%) and !11 (Sn 5 4.29%, Sp 5 100%), with area under the curve of 0.79, are suggested, respectively, for screening and diagnostic use in Indian populations. The inter-rater reliability (intraclass correlation coefficient [ICC] 5 0.96) and testeretest reliability at 4 weeks (ICC 5 0.95) for BIDS are strong. Besides the adequate face and content validities, BIDS demonstrates good internal consistency (Cronbach a 5 0.80) and item-total correlation. There is moderate convergent validity with BineteKamat Test of Intelligence or Gesell's Developmental Schedule (r 5 À0.66, P 5 0.001) as well as with adaptive behavior measure of Vineland Social Maturity Scale (r 5 À0.52, P 5 0.001) and low divergent validity with the subscales of Attention Deficit Disorder with Hyperactivity: Comprehensive Teacher Rating Scale (r 5 À0.11, P 5 0.7; r 5 0.18, P 5 0.5; r 5 0.13, P 5 0.6; r 5 0.08, P 5 0.7). An exploratory factor analysis demonstrated a three-factor structure, explaining 60% of variance. Conclusion: The BIDS shows promise as a psychometrically adequate, yet brief measure for identifying ID in countries with low disability care resources and high disability-related burden.
Meta-Analyses in Learning Disabilities: Introduction to the Special Issue
The Elementary School Journal, 2001
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Handbook of Evidence-Based Practices in Intellectual and Developmental Disabilities
Evidence-based practices in behavioral health, 2016
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Janicki et al 2002 Journal of Intellectual Disability Research
Background The health status and health needs of adults with intellectual disability (ID) change with advancing age, and are often accompanied by difficulties with vision, hearing, mobility, stamina and some mental processes. Aim The present study collected health status information on a large cohort of adults with ID aged ≥ years living in small group, community-based residences in two representative areas of New York State, USA. Method Adult group home residents with ID aged between and years (n = ) were surveyed to determine their health status and patterns of morbidity. Results Most subjects were characterized as being in good health. The frequency of cardiovascular, musculoskeletal and respiratory conditions, and