Background: The Personal Outcomes Scale is a measurement tool to examine quality of life among persons with intellectual disability. This paper addressed the validity and reliability of the Japanese version of the scale using both self-reports and reports of others.
Method: Data were collected from 128 people with intellectual disability (90 men and 38 women; = 37.19 ± 11.90 (range = 19-69) years) and 27 support workers. Reliability was examined by Cronbach's alpha coefficients, inter-respondent reliability coefficients, and test-retest reliability. Validity was examined by construct validity and criteria-related validity.
Results: Self- and other-reported versions showed adequate internal consistency ( = 0.79); however, some domains had relatively low internal consistency. Validity tests showed weak to moderate correlations between the total score and the domain scores in both versions.
Conclusions: The scale is reliable overall; however, cultural aspects should be considered to bolster its reliability for practical application.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.3109/13668250.2022.2086109 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Expanding the clinical spectrum of 19p13.3 microduplication syndrome: a case report highlighting nephrotic syndrome and literature review.
BMC Pediatr
January 2025
Pediatric Internal Medicine, Yantai Yuhuangding Hospital, No.20 Yuhuangding East Road, Zhifu District, Yantai City, Shandong, 264000, China.
Background: Common clinical findings in patients with 19p13.3 duplication include intrauterine growth restriction, intellectual disability, developmental delay, microcephaly, and distinctive facial features. In this study, we report the case of a patient with 19p13.
View Article and Find Full Text PDFEvaluating Sex Differences in Language Abilities Within Down Syndrome and Autism Spectrum Disorder.
Intellect Dev Disabil
February 2025
Manisha Udhnani, The Ohio State University; and Nancy Raitano Lee, Drexel University.
Down syndrome (DS) and autism spectrum disorder (ASD) are two neurodevelopmental disorders characterized by impairments in language. Most studies do not consider the possible role sex differences may play in language profiles. Thus, the current study aimed to evaluate whether parent-reported structural and pragmatic language vary as a function of sex in youth with DS (n = 37), ASD (n = 106), and typical development (TD; n = 61).
View Article and Find Full Text PDFWork Participation of Autistic Adolescents.
Intellect Dev Disabil
February 2025
Michelle Menezes, Jessica Pappagianopoulos, and Micah O. Mazurek, University of Virginia.
This study sought to compare frequency of paid work by autistic adolescents to paid work by adolescents with other neurodevelopmental disorders and typically developing adolescents, and to examine whether demographic and clinical characteristics were associated with autistic adolescent employment with data from 2016-2019 National Survey of Children's Health. Rate of paid work was significantly lower in the autistic group (22.01%) than typically developing (49.
View Article and Find Full Text PDFExploring Oral Narrative Abilities of Chilean School-Age Children With Down Syndrome: A Preliminary Study.
Intellect Dev Disabil
February 2025
Victoria Sánchez-Gómez, Institute for Community Inclusion (INICO), University of Salamanca, Spain, Antonio M. Amor González, INICO, University of Salamanca, Spain, Laura Zampini, University of Milano-Bicocca, Italy, Miguel Ángel Verdugo, INICO, University of Salamanca, Spain, María Isabel Calvo, INICO, University of Salamanca, Spain.
Narrative abilities are essential for school achievement and quality of life, yet children with Down syndrome (DS) often struggle with these skills. This work explores the oral narrative abilities of school-age Chilean children with DS. The participants were 11 children with DS aged between 7;2 and 12;1 (years; months).
View Article and Find Full Text PDFUtilizing simulation-enhanced interprofessional education to identify differences in healthcare students' collaborative practice behaviors: A mixed method study.
Nurse Educ Today
January 2025
Department of Oral Medicine and Diagnostic Sciences, College of Dentistry, University of Illinois Chicago, United States of America; 801 S. Paulina St. Room 204B, Chicago, IL 60612, United States of America. Electronic address:
Background: Teaching collaborative practice behaviors (CPBs) to interprofessional healthcare students could improve healthcare for underserved populations.
Objective: This study explained the impact of Simulation Enhanced Interprofessional Education (SIM-IPE) on healthcare students' self-reported CPBs and their perceptions of utilizing CPBs when caring for underserved populations, as well as the differences among professions within interprofessional teams.
Design: Mixed methods explanatory design.
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!