Supports Intensity Scale Research Articles

Comparison between the spanish and catalan versions of the Supports Intensity Scale for Children (SIS-C).

The new socio-ecological model of disability directs attention to the importance of the environment in understanding individual functioning and promotes the provision of support from an early age. Following on from that thinking, the SIS-C (Supports Intensity Scale for Children) has been developed as an innovative assessment tool focused on designing individualized support plans. The aim of this study was to establish a comparison between the psychometric properties of the Spanish and Catalan versions of this scale. The SIS-C allows us to assess the support needs of children (5-16 years old) with intellectual disabilities to fully participate in 61 daily activities within seven different contexts. The Spanish version was administered to 814 participants and the Catalan version to 949. Findings show that both versions have adequate psychometric properties, such as high levels of internal consistency and criterion validity. In terms of scale structure, adjustment indices derived from factor analysis showed that both versions reproduced a correlational model composed of seven factors better than unidimensional or hierarchical models. Although the Spanish version of the scale showed better statistical indices, both versions are similarly suitable for accurately assessing the support needs of this population.

Construct Validation of the Supports Intensity Scale - Children and Adult Versions: An Application of a Pseudo Multitrait-Multimethod Approach.

This study examined the convergent validity of the Supports Intensity Scale - Adult Version (SIS-A; Thompson et al., 2015a ) and Supports Intensity Scale - Children's Version (SIS-C; Thompson et al., 2016a ). Data from SISOnline (n = 129,864) for the SIS-A and from the SIS-C standardization sample (n = 4,015) were used for analyses. Using a pseudo multitrait-multimethod model, we estimated observed support needs scores as shared trait (support needs concept) and method (type, frequency, and daily support time) variances. Overall, trait variances more strongly influenced support needs scores than method variances, supporting the convergent validity of both versions of SIS. Findings also suggested that each of three methods of measuring support needs uniquely contributed to observed support needs ratings although different patterns existed between the SIS-A and SIS-C.

The benefits of latent variable modeling to develop norms for a translated version of a standardized scale

This article demonstrates the use of structural equation modeling to develop norms for a translated version of a standardized scale, the Supports Intensity Scale – Children’s Version (SIS-C). The latent variable norming method proposed is useful when the standardization sample for a translated version is relatively small to derive norms independently but the original standardization sample is larger and more robust. Specifically, we leveraged a large, representative US standardization sample (n = 4,015) to add power and stability to a smaller Spanish (n = 405) standardization sample. Using a series of multiple-group mean and covariance structures confirmatory factor analyses using effects-coded scaling constraints, measurement invariance was tested across (a) Spanish only and (b) both US and Spanish age bands (5–6, 7–8, 9–10, 11–12, 13–14, and 15–16). After establishing measurement invariance across the US and Spain, tests for latent means and variance differences within age-bands were only performed for Spanish data; the latent means and variances in the US sample were freely estimated. The study findings suggest that the information in the US data stabilized the overall model parameters, and the inclusion of the US sample did not influence on the norms of the SIS-C Spanish Translation.

Understanding the Relationship between Quality of Life, Adaptive Behavior and Support Needs

Psychometric tools providing quantitative measures of the constructs of adaptive behavior, support needs, and quality of life (QOL) have received considerable attention within the field of intellectual disability (ID). The relationship between the three constructs was investigated by examining scores on the Adaptive Behavior Scale (ABS), Supports Intensity Scale (SIS), and Personal Outcomes Scale (POS; a QOL scale). Data from 146 Portuguese adults with ID revealed that: (a) the ABS domains showed a moderate negative relationship with the SIS subscales; (b) the absolute value of correlations between SIS/ABS domains were greater than either the ABS/POS or SIS/POS correlations; and (c) people with relatively stronger adaptive skills and less intense support needs experience a higher QOL. Additionally, adaptive behavior scores were a stronger predictor of personal outcomes than the support needs scores. Personal outcomes associated with QOL were similar when assessed by the POS through self-report and report-of-others measures. Implications for future research and practice are discussed.

Digital literacy of youth and young adults with intellectual disability predicted by support needs and social maturity

ABSTRACTThis study investigated relationships between digital propensity and support needs as well as predictors of digital propensity in the context of support intensity, age, gender, and social maturity. A total of 118 special education teachers rated the support intensity, digital propensity, and social maturity of 352 students with intellectual disability. Leveraging the Digital Propensity Index, Supports Intensity Scale, and the Social Maturity Scale, descriptive statistics, correlations, multiple regressions, and regression analyses were employed. The findings revealed significant relationships between digital propensity and support needs. In addition, significant predictors of digital propensity were found with regard to support intensity, age, gender, and social maturity.

Exploring Shared Measurement Properties and Score Comparability Between Two Versions of the Supports Intensity Scale

This study examined similarities and differences in measurement properties and score comparability of the Supports Intensity Scale–Adult Version (16–64 years) and the Supports Intensity Scale–Children’s Version (5–16 years). Data were collected from 142 adolescents with intellectual disability with both versions of the Supports Intensity Scale. Data analyses indicated clear alignment of the specific set of items across parallel activity domains, as well as support for score comparability across two assessments. This suggests the two versions of Supports Intensity Scale can be used with confidence with transition-aged students to assess their support needs and inform supports planning, depending on the purpose of assessment. Implications and future directions for research and practice are discussed.

Creating a SIS-A Annual Review Protocol to Determine the Need for Reassessment.

The Supports Intensity Scale - Adult Version (SIS-A) has been widely adopted throughout North America and the world since its publication a little over a decade ago. Many organizations and jurisdictions operate under regulations that require an annual assessment of people who receive services and supports that are financed through public funds. The time and energy devoted to an annual SIS-A reassessment has become a concern in cases where the resulting information is largely redundant with information from a prior assessment. This article presents findings from an investigation of two approaches to creating a protocol to assist SIS-A users in distinguishing situations where there is a high likelihood that support needs have not changed in meaningful ways from situations where there is a reasonable possibility that support needs have changed. The SIS-A Annual Review Protocol was created based on these analyses as well as consideration of conceptual issues associated with support needs assessment. Ways in which this protocol might be used, as well as data that need to be collected to evaluate its usefulness, are discussed.

The Validity of the Supports Intensity Scale for Adults With Motor Disability.

We argue that the construct of support needs as used in the field of intellectual disability (ID) offers applicability for persons with motor disabilities. To explore the validity of the Supports Intensity Scale (SIS) in groups other than ID, we studied the criterion validity for persons with motor disability in a population sample. The SIS showed excellent criterion validity, explaining 62-69% of the variance depending on different combinations of variables suggested by the literature. A distinctive pattern of support needs specific to motor disability was evident, supporting the sensitivity of the SIS for this population. In conclusion, the SIS is found to be an appropriate and valid instrument for assessing support needs in persons with motor disabilities.

Effects of Vocational Training on a Group of People with Intellectual Disabilities

AbstractIntellectual disability (ID) is the most restraining disability for professional inclusion, mainly due to the lack of adaptive skills focused on the work environment observed in people with ID. The aims of this study were (i) to describe and analyze the effects of a vocational training program on the adaptive behavior of people with ID and (ii) to evaluate the social impact of employability on the life of the employees with ID. Participants were 43 people with mild or moderate ID, age between 18 and 28 years. The Supports Intensity Scale was applied at two stages: T1‐PRETRAINING and T2‐POSTTRAINING, while the Social Impact Questionnaire was used at the third stage, after employment (T3 POSTINCLUSION). The authors found that there were differences in total scores between stages T1 and T2 in relation to all the adaptive skills assessed, with a reduction of around 50% in the need for support. One year after inclusion in the labor market (T3), participants were still employed, with significant improvements in such aspects as learning, autonomy, affective and social development, as well as in family and community relations. The vocational training contributed to the global development of persons, favoring their professional inclusion, and as a result, sustenance, autonomy, and a decrease in the need for assistance and support.

Examining the Reliability and Validity of the Supports Intensity Scale–Children’s Version in Children With Autism and Intellectual Disability

This study compared the reliability, validity, and measurement properties of the Supports Intensity Scale–Children’s Version (SIS-C) in children with autism and intellectual disability ( n = 2,124) and children with intellectual disability only ( n = 1,861). The results suggest that SIS-C is a valid and reliable tool in both populations. Furthermore, the results of multi-group confirmatory factor analyses suggest that measurement invariance can be established across the two groups but that latent differences are present. Specifically, children with autism and intellectual disability tend to have higher intensities of support needs in social activities across age cohorts (5- to 6-, 7- to 8-, 9- to 10-, 11- to 12-, 13- to 14, and 15- to 16-year-olds), and children with intellectual disability only tended to have stronger correlations among support need domains measured on the SIS-C. Implications for applying the SIS-C to assessment and support planning are described.

Impact of the Protection and Advocacy Subscale on the Factorial Validity of the Supports Intensity Scale-Adult Version.

The Supports Intensity Scale-Adult Version is a standardized assessment of support needs. This study examined the factorial validity of the standardized portion of the scale, finding that the six-factor model (Home Living, Community Living, Lifelong Learning, Employment, Health and Safety, Social Activities) demonstrated good fit, and that the inclusion of the Protection and Advocacy Scale did not affect fit and contributed unique information. Age and gender impacted intensity of support needs, with those of transition age and in late adulthood having the highest intensities. Gender also impacted support needs, but in fewer instances. Implications for future research are discussed.

Confirmatory factor analysis of the supports intensity scale for children

Support needs assessment instruments and recent research related to this construct have been more focused on adults with intellectual disability than on children. However, the design and implementation of Individualized Support Plans (ISP) must start at an early age. Currently, a project for the translation, adaptation and validation of the supports intensity scale for children (SIS-C) is being conducted in Spain. In this study, the internal structure of the scale was analyzed to shed light on the nature of this construct when evaluated in childhood. A total of 814 children with intellectual disability between 5 and 16 years of age participated in the study. Their support need level was assessed by the SIS-C, and a confirmatory factor analysis (CFA), including different hypotheses, was carried out to identify the optimal factorial structure of this scale. The CFA results indicated that a unidimensional model is not sufficient to explain our data structure. On the other hand, goodness-of-fit indices showed that both correlated first-order factors and higher-order factor models of the construct could explain the data obtained from the scale. Specifically, a better fit of our data with the correlated first-order factors model was found. These findings are similar to those identified in previous analyses performed with adults. Implications and directions for further research are discussed.

SUPPORT NEEDS OF CHILDREN WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES: AGE-RELATED IMPLICATIONS FOR ASSESSMENT

The Supports Intensity Scale–Children's Version (SIS-C) was developed to assess the support needs of children and youth aged 5 to 16 years with intellectual and developmental disabilities. Data from the standardization sample of the SIS-C were analyzed to evaluate the impact of the age cohorts (5–6, 7–8, 9–10, 11–12, 13–14, and 15–16 years) used to stratify the sample on the measurement model, as well as the latent means, standard deviations, and correlations. The findings confirmed measurement invariance across age cohorts, but suggested that at the latent level, younger children, generally, have more intensive support needs and that as students with intellectual disability age, their support needs decrease. In addition, the 15- to 16-year-old cohort displayed differences in terms of the strength of correlations between support need domains, with stronger correlations than the other age groups. Implications for future research and practice are described.

On the benefits of latent variable modeling for norming scales

Structural equation modeling (SEM) is a powerful and flexible analytic tool to model latent constructs and their relations with observed variables and other constructs. SEM applications offer advantages over classical models in dealing with statistical assumptions and in adjusting for measurement error. So far, however, SEM has not been fully used to develop norms of assessments in educational or psychological fields. In this article, we highlighted the norming process of the Supports Intensity Scale – Children’s Version (SIS-C) within the SEM framework, using a recently developed method of identification (i.e., effects-coding method) that estimates latent means and variances in the metric of the observed indicators. The SIS-C norming process involved (a) creating parcels, (b) estimating latent means and standard deviations, (c) computing T scores using obtained latent means and standard deviations, and (d) reporting percentile ranks.

The validity of the Supports Intensity Scale for adults with psychiatric disabilities.

Although the Supports Intensity Scale (SIS) was developed for persons with intellectual and developmental disabilities, we argue for its applicability for people with psychiatric disabilities. Previous empirical evidence for the criterion-related validity of SIS for this population is limited, based on only two studies with participants from the same Mexican state. In a nationwide study we found that SIS explained between 48 and 51% of the variance in the dependent measure, indicating very good validity. The profile of individual support needs showed sensitivity to activities relatively specific to people with psychiatric disabilities, further indicating the validity of the scale. Overall, we find SIS to be valid and appropriate instrument for assessing the support needs of this population.

Reliability and Validity of the Supplemental Protection and Advocacy Scale of the Supports Intensity Scale

Abstract Three separate studies were undertaken to examine the reliability and validity of the Supplemental Protection and Advocacy Scale (P&A Scale) of the Supports Intensity Scale (SIS). In Study 1, the interrater reliability of the P&A Scale was investigated when interviewers were trained in SIS administration and scoring. Pearson's product moment coefficients were considerably higher than coefficients reported in a previous study conducted with untrained interviewers. In Study 2, the reliability (internal consistency, standard error of measurement, and interrater reliability) and validity (content and construct validity) of the P&A Scale when administered by trained interviewers with a sample of individuals with intellectual disability and related developmental disabilities (ID/DD) receiving services from a state ID/DD agency were examined. Results indicated strong reliability and validity of the P&A Scale, comparable to other domains of the SIS. In Study 3, additional psychometric properties of the P&A Scale were examined in a large sample of trained interviewers from across the United States and Canada using the SIS Online, with findings again showing strong psychometric properties. Collectively, findings from these three investigations suggested that the P&A Scale is a reliable and valid measure of support needs. In future revisions of the SIS, the P&A Scale should be considered for inclusion in the section of the SIS that yields standard scores reflecting an individual's relative intensity of support need.

The Supports Intensity Scale–Children's Version: Preliminary Reliability and Validity

Abstract This article introduces the Supports Intensity Scale–Children's Version (SIS-C) designed and normed to be used with children across multiple contexts, including home, school, and community life. Steps taken to develop the scale are described, and findings from data collected on a field test version of the SIS-C are shared. Preliminary findings in regard to reliability and validity suggest that the SIS-C has strong psychometric properties.

Assessment and Planning in K-12 Schools: A Social-Ecological Approach

Abstract The Support Needs Assessment and Problem-Solving (SNAP) process is intended to assist educational teams in identifying and implementing supports for children with intellectual disability and related developmental disabilities (ID/DD) in K-12 schools. Each phase of the SNAP process is described, including identification of high priority support needs based on information derived from the Supports Intensity Scale–Children's Version (SIS-C). Two case studies of school teams using the SNAP process to identify and implement supports that enhanced opportunities for learning and participation of children in inclusive settings are presented. The importance of understanding children with ID/DD by their support needs and implications for team planning in K-12 schools are discussed.

Introduction to the Special Issue: Supports and Support Needs

A social-ecological conceptualization of intellectual and related developmental disabilities (ID/ DD) focuses attention on the extra supports people need to fully participate in community life and culturally valued activities. It is in contrast to more traditional understandings of disability where attention is paid to deficits that set people apart from the general population. Although the usefulness of paying attention to supports that are needed for full participation in school and society may appear to be self-evident, the process of identifying support needs and arranging personalized supports is challenging work. Fortunately, the number of planning teams that seek to use systematic approaches to measure support needs and arrange systems of support for individuals is growing day by day. The five articles in this special issue are a testament to the steady progress that is being made. In the first article, Bob Schalock, John Agosta, Lilia Teninty, Jon Fortune, and I discuss how a greater focus on support needs has influenced professional work and public policies in the field of ID/DD. Human services, particularly those targeted to adults with disabilities, are undergoing a fundamental transformation due to greater alignment in work of professionals at the individual, organizational, and jurisdictional levels. In the second article, Karrie Shogren, Michael L. Wehmeyer, Tec Chapman, Marc J. Tasse, Colleen A. McLaughlin, and I report on three investigations regarding the psychometric properties of Part 2 of the SIS-A, the Protection and Advocacy Supplemental Scale (i.e., P&A Scale). Findings from all three studies strongly suggest that the P&A Scale is every bit as psychometrically robust a measure of support needs as are the subscales that produced standard scores in the SISA. These findings have significant implications for future revisions of the SIS-A. The third and fourth articles address ways in which children and adults can be supported in their everyday lives. In the third article, Linda Bailey and Yvonne Miller Nixon share how a large provider organization embraced the prospect of understanding people with disabilities through a social-ecological lens, and how this philosophical shift resulted in enhanced personal outcomes for people with ID/DD. In the fourth article, VirginiaWalker, Stephanie DeSpain, Carolyn Hughes, and I share how a prepublication version of the Supports Intensity Scale–Children’s Version (SIS-C) was used to inform the work of special education planning teams. Case studies illustrate how educators sharpened their focus on developing both the talents of children to more competently navigate their school environment (including people in the environment) as well as the capacity of the environment (i.e., settings and activities) to be more accessible and welcoming to children with diverse support needs Progress in any field is usually tied to progress in measuring critical constructs of interest. The final article provides psychometric findings on the Supports Intensity Scale–Children’s Version (SISC). In that article, Michael L. Wehmeyer, Carolyn Hughes, Karrie Shogren, Susan B. Palmer, Hyojeong Seo and I share preliminary findings from a national field test of the SIS-C. Our data show that this new scale offers reliable and valid information regarding the intensity of support needed by children with ID/DD. I’m deeply grateful to all of the authors who contributed their time and talents to this special issue. I believe these articles will inspire all of us who are interested in research and practice in the area of support needs assessment and planning to reach new heights in our collective work.

Identification of the support needs of individuals with severe mental illness using the Supports Intensity Scale

To characterize the intensity of the support needs of individuals with severe mental illness. Quantitative and descriptive study that applied the Supports Intensity Scale to a sample comprising 182 individuals. The supports intensity profile identifies groups, individuals, and areas with different needs of support relative to the domains of home living, health, community living, learning, employment, and social living. As a whole, the intensity level of support needs found was low, and the domains with greater needs were employment and social. Identification of the intensity of support needs is helpful in planning integral care and detecting professional training needs. The support provision-centered approach, associated with the person-related outcomes perspective, has been sparsely applied to individuals with mental illness, and this represents the main contribution of the present study. In addition, this study introduces novel approaches to assessment that are both concordant and an innovation in nursing because they might provide a tool for understanding other disabilities.