On the Difficulty of Relational Concepts among Participants with Down Syndrome
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| Title: | On the Difficulty of Relational Concepts among Participants with Down Syndrome |
|---|---|
| Language: | English |
| Authors: | Facon, Bruno, Magis, David, Courbois, Yannick |
| Source: | Research in Developmental Disabilities: A Multidisciplinary Journal. Jan-Feb 2012 33(1):60-68. |
| Availability: | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Down Syndrome, Children, Test Items, Difficulty Level, Test Bias, Mental Retardation, Item Analysis |
| Assessment and Survey Identifiers: | Boehm Test of Basic Concepts |
| DOI: | 10.1016/j.ridd.2011.08.014 |
| ISSN: | 0891-4222 |
| Abstract: | The aim of the study was to compare the difficulty of relational concepts among participants with and without intellectual disability. The French versions of the Boehm Tests of Basic Concepts Third Edition (Preschool and Kindergarten to 2nd grade) were administered to three groups of 47 participants individually matched on their total raw score on the tests. The first group comprised participants with intellectual disability of undifferentiated etiology, the second, participants with Down syndrome and the third, typical children. Item analyses using the transformed item difficulties method to detect differential item functioning across groups showed that the groups' rank-orders of item difficulty were highly similar. It is concluded that, all things being equal, relational concepts are of comparable difficulty and follow a similar sequence of development whatever the cognitive and etiological status of participants. Methodological and theoretical implications of these findings are discussed. (Contains 2 figures and 1 table.) |
| Abstractor: | As Provided |
| Entry Date: | 2011 |
| Accession Number: | EJ947552 |
| Database: | ERIC |
| Abstract: | The aim of the study was to compare the difficulty of relational concepts among participants with and without intellectual disability. The French versions of the Boehm Tests of Basic Concepts Third Edition (Preschool and Kindergarten to 2nd grade) were administered to three groups of 47 participants individually matched on their total raw score on the tests. The first group comprised participants with intellectual disability of undifferentiated etiology, the second, participants with Down syndrome and the third, typical children. Item analyses using the transformed item difficulties method to detect differential item functioning across groups showed that the groups' rank-orders of item difficulty were highly similar. It is concluded that, all things being equal, relational concepts are of comparable difficulty and follow a similar sequence of development whatever the cognitive and etiological status of participants. Methodological and theoretical implications of these findings are discussed. (Contains 2 figures and 1 table.) |
|---|---|
| ISSN: | 0891-4222 |
| DOI: | 10.1016/j.ridd.2011.08.014 |
