Miguel A Verdugo1, Antonio M Amor1, Víctor B Arias1, Verónica M Guillén2, María Fernández1, Benito Arias3. 1. Institute on Community Integration, Department of Personality, Assessment and Psychological Treatment, Faculty of Psychology, University of Salamanca, Salamanca, Spain. 2. Institute on Community Integration, Department of Psychology, Faculty of Education, University of Cantabria, Santander, Spain. 3. Institute on Community Integration, Department of Psychology, Faculty of Education, University of Valladolid, Valladolid, Spain.
Abstract
BACKGROUND: The purposes of this study were to empirically determine whether the support needs construct is generalizable across children with and without intellectual disability and to conduct cross-group comparisons to explore how extraordinary and non-extraordinary support needs differ in children. METHOD: One thousand thirty-six children (814 with intellectual disability 222 without intellectual disability) were assessed using the SIS-C. RESULTS: The SIS-C achieved scalar invariance between children with and without intellectual disability. Cross-group comparisons revealed differences in variances, in correlations between factors and significant latent mean differences for all factors. CONCLUSION: Results show that the support needs construct is generalizable to children with and without intellectual disability and that there are no qualitative differences in how they show their support needs, so typically developing children can be used as a reference group to explore differences between extraordinary and non-extraordinary support needs. Conceptual and practical implications are discussed, and future lines of research are provided.
BACKGROUND: The purposes of this study were to empirically determine whether the support needs construct is generalizable across children with and without intellectual disability and to conduct cross-group comparisons to explore how extraordinary and non-extraordinary support needs differ in children. METHOD: One thousand thirty-six children (814 with intellectual disability 222 without intellectual disability) were assessed using the SIS-C. RESULTS: The SIS-C achieved scalar invariance between children with and without intellectual disability. Cross-group comparisons revealed differences in variances, in correlations between factors and significant latent mean differences for all factors. CONCLUSION: Results show that the support needs construct is generalizable to children with and without intellectual disability and that there are no qualitative differences in how they show their support needs, so typically developing children can be used as a reference group to explore differences between extraordinary and non-extraordinary support needs. Conceptual and practical implications are discussed, and future lines of research are provided.
Authors: Víctor B Arias; Antonio M Amor; Miguel A Verdugo; María Fernández; Benito Arias; Alba Aza Journal: Int J Environ Res Public Health Date: 2020-05-15 Impact factor: 3.390
Authors: Antonio M Amor; Miguel A Verdugo; Benito Arias; María Fernández; Alba Aza Journal: Int J Environ Res Public Health Date: 2021-01-18 Impact factor: 3.390