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A psychometric analysis of an alternate assessment for students with multiple disabilities
Descriptive
TitleInfo
Title
A psychometric analysis of an alternate assessment for students with multiple disabilities
Name
(type = personal)
NamePart
(type = family)
Schulman
NamePart
(type = given)
Samantha
DisplayForm
Samantha Schulman
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Kettler
NamePart
(type = given)
Ryan
DisplayForm
Ryan Kettler
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Reddy
NamePart
(type = given)
Linda
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Linda Reddy
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
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school
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Text
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theses
OriginInfo
DateCreated
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2017
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(type = degree)
2017-10
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2017
Place
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xx
Language
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(type = code)
eng
Abstract
(type = abstract)
Although students with severe and multiple disabilities have participated in state-level alternate assessments for years, research has shown that their educational achievement has not been measured in a psychometrically sound way (Kettler et al., 2010; Elliott, Compton, & Roach, 2007). Therefore, schools cannot meaningfully evaluate these students’ progress. Professionals within PG Chambers, a charter school in New Jersey serving students with severe disabilities, recognized the need for an evaluation tool that could quantify the difference that their school program makes in the lives of their students. To assess both therapeutic and academic progress for students with multiple disabilities, in 2008 a transdisciplinary team created the PG Chambers School Outcomes Measurement Tool (PGS-OMT). By gaining insight into three sets of psychometric properties of the PGS-OMT, this study aimed to determine how meaningfully students at PG Chambers are being evaluated. First, the reliability of the PGS-OMT was evaluated through analyses of internal consistency and cross-informant agreement. Reliability analyses using Cronbach’s alpha indicated that scores demonstrated excellent internal consistency, and Pearson correlations indicated that scores demonstrated high cross-informant agreement. Second, the internal structure of the PGS-OMT was assessed through correlations among the subscales, confirmatory factor analysis (CFA), and exploratory factor analysis (EFA). The internal structure analyses were not conclusive. CFA yielded results that were difficult to interpret because of high factor loadings for both the uncorrelated and the correlated three-factor model coupled with poor fit indices. EFA yielded findings supportive of the three-factor model rejected by the CFA. Strengths and weaknesses of the one-, two-, and three-factor models were therefore discussed. Third, change in scores from 2013 to 2014 of the PGS-OMT was assessed using descriptive statistics, paired samples t-tests, and Cohen’s d. Change in scores analyses yielded significant t-tests, indicating that students at PG Chambers are generally improving from year to year on some domains measured by the PGS-OMT.
Subject
(authority = RUETD)
Topic
School Psychology
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
Identifier
ETD_8242
PhysicalDescription
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electronic resource
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application/pdf
InternetMediaType
text/xml
Extent
1 online resource (x, 89 p. : ill.)
Note
(type = degree)
Psy.D.
Note
(type = bibliography)
Includes bibliographical references
Subject
(authority = ETD-LCSH)
Topic
Special education
Subject
(authority = ETD-LCSH)
Topic
Children with disabilities
Subject
(authority = ETD-LCSH)
Topic
Students--Rating of
Note
(type = statement of responsibility)
by Samantha Schulman
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3668H8V
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Schulman
GivenName
Samantha
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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(point = start)
2017-06-27 09:34:49
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Name
Samantha Schulman
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
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License
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
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windows xp
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2017-01-26T19:03:22
DateCreated
(point = end);
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2017-01-26T19:03:22
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