Factor structure and predictive validity of the street survival skills questionnaire (the Chinese version)

Pao Yue-kong Library Electronic Theses Database

Factor structure and predictive validity of the street survival skills questionnaire (the Chinese version)

 

Author: Chau, Man-ling Elaine
Title: Factor structure and predictive validity of the street survival skills questionnaire (the Chinese version)
Degree: M.Sc.
Year: 2010
Subject: Mental illness -- China -- Hong Kong.
Mental illness -- Social aspects -- China -- Hong Kong.
Adaptability (Psychology) -- China -- Hong Kong -- Testing.
Adjustment (Psychology) -- China -- Hong Kong -- Testing.
Hong Kong Polytechnic University -- Dissertations
Department: Dept. of Rehabilitation Sciences
Pages: xvi, 168 p. : ill. ; 30 cm.
Language: English
InnoPac Record: http://library.polyu.edu.hk/record=b2507568
URI: http://theses.lib.polyu.edu.hk/handle/200/6529
Abstract: In Hong Kong, a smooth school-to-adulthood transition for young adult with intellectual disabilities has been an important issue in the field of education and rehabilitation services. To date, there is no formal evaluation to identify the potential of special school students with intellectual disabilities to secure them with appropriate post-school placements. It is believed that the development of standardized assessments can help professionals, young adults with intellectual disabilities and their families to plan strategically for the school-to-adulthood transition. The Chinese version of the Street Survival Skills Questionnaire (CSSSQ) is designed as an assessment tool to examine a person's adaptive functioning. This study aims to evaluate the clinical application of the CSSSQ to predict the post-school placements of special school students with mild or moderate intellectual disabilities in Hong Kong. A convenience sample of 311 students with mild or moderate intellectual disabilities was recruited from 19 local special schools. The structure of the 216-item CSSSQ with 9 subscales was analyzed by The Principal Components Analysis (PCA). Results shown that 99 items could be deleted to improve the dimensionality of the CSSSQ. Cronbach's alpha was then used to examine the remaining 117 items. Moderate to high internal consistency was obtained with reliability coefficients ranged from 0.60 to 0.89. Results suggested that another 9 items could be deleted to improve the reliability. As a result, a total of 108 items was deleted and a modified short version of CSSSQ with 108 items into nine subscales was developed.
With the 108-items CSSSQ short version modified, this study also attempted to investigate its discriminating power in classifying students with mild or moderate intellectual disabilities into different post-school placements. One-way ANOVA and post-hoc multiple comparisons showed that the mean total scores and the nine subscale scores of the modified CSSSQ short version among the three post-school placements (Vocational Training Centre (VTC), Sheltered Workshop (SWS) and Day Activity Centre (DAC)) were significantly different (F (2, 273) =132.164, p< .001). Discriminant function analysis was conducted and the results showed that the modified CSSSQ short version was able to classify 74.3% of students into their correct placements. And the classification rate for students with mild intellectual disabilities was as high as 92.9%. ROC curve and Youden's index were used to investigate the cut-off scores of the modified CSSSQ short version for different post-school placements. The best cut-off between VTC and SWS was 60 and that between SWS and DAC was 44. Students who score below 44 would probably be placed at DAC, score 44-59 would be placed at SWS, and score 60 or above would be placed at VTC. Findings of this study demonstrated that the modified CSSSQ short version was able to discriminate the level of adaptive behavior of students with mild or moderated intellectual disabilities and was valid to predict their post-school placements. The overall predictive power of 74.3% was significant, but that within SWS (46.3-55.6%) and DAC (21.6-51.4%) were not really strong. The application of this modified CSSSQ short version is suggested to be considered as an adjunct to other standardized test to effectively identify students with intellectual disabilities to appropriate post-school placements. Future research may examine how a diagnosis of an autism spectrum disorder, the presence of challenging behavior, and their parents' aspirations may affect the post-school placements for students with intellectual disabilities. Also, future research may consider the development of a combination of CSSSQ with other instruments to facilitate students with intellectual disabilities to have appropriate post-school placements.

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