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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
FullText Text:
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  Data: On the Difficulty of Relational Concepts among Participants with Down Syndrome
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  Data: <searchLink fieldCode="AR" term="%22Facon%2C+Bruno%22">Facon, Bruno</searchLink><br /><searchLink fieldCode="AR" term="%22Magis%2C+David%22">Magis, David</searchLink><br /><searchLink fieldCode="AR" term="%22Courbois%2C+Yannick%22">Courbois, Yannick</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Developmental+Disabilities%3A+A+Multidisciplinary+Journal%22"><i>Research in Developmental Disabilities: A Multidisciplinary Journal</i></searchLink>. Jan-Feb 2012 33(1):60-68.
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  Data: 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
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  Data: 9
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  Data: <searchLink fieldCode="DE" term="%22Down+Syndrome%22">Down Syndrome</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Bias%22">Test Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Retardation%22">Mental Retardation</searchLink><br /><searchLink fieldCode="DE" term="%22Item+Analysis%22">Item Analysis</searchLink>
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  Data: 10.1016/j.ridd.2011.08.014
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  Data: 0891-4222
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  Data: 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.)
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  Data: 2011
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