References of "Research in Developmental Disabilities"
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See detailMeasurement invariance of the Positive Gains Scale in families of children with and without disabilities
Jess, Mikeda; Bailey, Tom; Pit-Ten Cate, Ineke UL et al

in Research in Developmental Disabilities (2020), 103

Background Despite the high frequency of case-control studies in the developmental disability literature, there is a paucity of research establishing the measurement equivalence of instruments used, and ... [more ▼]

Background Despite the high frequency of case-control studies in the developmental disability literature, there is a paucity of research establishing the measurement equivalence of instruments used, and particularly those relating to positive perceptions and experiences in family disability research. Aims The present study sought to establish measurement invariance for the Positive Gains Scale (PGS) across 1219 mothers of children with developmental disabilities, 234 mothers of children with spina bifida/hydrocephalus, and 157 mothers of children without disabilities. Methods and Procedures A three-step test for measurement invariance across the three groups was conducted using Multigroup Confirmatory Factor Analysis. Outcomes and Results Loadings between the three groups were invariant, suggesting the criteria to assume metric invariance was met. However, the assumption of scalar invariance was not met, suggesting that item intercepts differed between the three groups. Conclusions and Implications Our findings suggest that the PGS cannot be meaningfully used to compare outcomes between mothers of children with developmental disabilities and other mothers. These findings may have wider implications for research utilising well-being measures to make comparisons with carers of children with developmental disabilities. [less ▲]

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See detailMixed stereotype content and attitudes toward students with special educational needs and their inclusion in regular schools in Luxembourg
Krischler, Mireille UL; Pit-Ten Cate, Ineke UL; Krolak-Schwerdt, Sabine UL

in Research in Developmental Disabilities (2018), 75

Background: Students with special educational needs (SEN) remain one of the most socially excluded and vulnerable groups. To this extent, negative attitudes and stereotypes may impede their inclusion ... [more ▼]

Background: Students with special educational needs (SEN) remain one of the most socially excluded and vulnerable groups. To this extent, negative attitudes and stereotypes may impede their inclusion. Theoretical frameworks have suggested that stereotypes and attitudes elicit differential expectations and judgments, which in turn affect (social) behaviors. Aims: In this study, we aimed to investigate the stereotypes and implicit attitudes held by a sample of Luxemburgish adults toward students with learning difficulties and challenging behavior. We also explored the adults’ explicit attitudes towards inclusion. Method and procedures: Participants (N=103) completed an evaluative priming task and rated students on the stereotype dimensions of warmth and competence. In addition, they completed the German version of The Opinions Relative to Integration of Students with Disabilities questionnaire and provided demographic information. Outcomes and results: Results showed differential stereotype content with respect to students with learning difficulties and challenging behavior. Results further indicated that participants’ implicit attitudes toward both challenging behavior and learning difficulties were negative. By contrast, participants expressed positive attitudes towards inclusion. Conclusions and implications: The results of the current study contribute to the understanding of why some people accept, whereas others reject students with SEN. Understanding prevalent stereotypes and attitudes can inform the development of targeted interventions to promote and facilitate the social inclusion of students with SEN. [less ▲]

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