Background: The Personal Outcomes Scale (POS) is a scale developed to measure quality of life of adults (18+) with intellectual disability. Previous studies have reported good fit for Spanish and Portuguese language versions of POS. Aims: This study aimed to evaluate the factor structure of the English language version of POS when used to measure…

Objective: This study sought to examine the factor structure, internal consistency, and measurement invariance of the Brief Resilience Scale (BRS) and the Multidimensional Scale of Perceived Social Support (MSPSS) among older sexual minority women with disabilities. Method: Participants (n = 208) consisted of sexual minority women aged 55 and…

This study is meant to explore the psychometric properties of The Self-Advocacy Skills Inventory Beta. The Beta is a measurement of self-advocacy skills for individuals with different disabilities. This dissertation presents the results of a confirmatory factor analysis, as well as an examination of reliability of the Beta as well as its scales.…

The Family Outcomes Survey--Revised (FOS-R) measures family outcomes of services for young children with disabilities or developmental delays, and it can be used to investigate change in outcome achievement over time. To confirm the validity of FOS-R change scores, it must be established that the FOS-R measures the same construct over time; if so,…

Background: Empowerment is regarded as an important outcome in service provision to families of individuals with disability. Nevertheless, data on psychometric characteristics of measures related to empowerment are often inadequate, and limited data are available on the Enabling Practices Scale (EPS). Method: The EPS was completed by 128 families…

Little research is available documenting the success of students with various types of disabilities in online classroom environments. This study investigates which factors associated with learners with disabilities impact student outcomes in an online learning environment. Forty learners with disabilities participating in online higher education…

The researchers examined the theoretical factor structure fit and psychometric properties of the Transition Assessment and Goal Generator (TAGG). In the first study, 349 transition-aged students with disabilities, their special educators, and family members completed TAGG assessments, and using exploratory factor analysis (EFA)/confirmatory factor…

This study examines concerns of early childhood teachers about inclusive education (IE) in infant through 3rd-grade classrooms in the United States and the associated role of teachers' background variables. The data consisted of the responses of 679 early childhood teachers on a survey about their concerns. The data analysis supported the presence…

High-quality early childhood education is a vital experience for young children with and without disabilities. Social and communication experiences in the context of play represent a core curriculum that sets a foundation for later learning and participation. Using a new self-report instrument, this article describes data collected in a…

Parent involvement is a predictor of postsecondary education and employment outcomes, but rigorous measures of parent involvement for youth with disabilities are lacking. Hirano, Garbacz, Shanley, and Rowe adapted scales based on Hoover-Dempsey and Sandler model of parent involvement for use with parents of youth with disabilities aged 14 to 23.…

We examined the theoretical factor structure fit and psychometric properties of the "Transition Assessment and Goal Generator" (TAGG). In the first study, 349 transition-aged students with disabilities, their special educators, and family members completed TAGG assessments, and using exploratory factor analysis (EFA)/confirmatory factor…