Involving adolescents with intellectual disability in the adaptation of self‐reported subjective well‐being measures: participatory research and methodological considerations.
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| Title: | Involving adolescents with intellectual disability in the adaptation of self‐reported subjective well‐being measures: participatory research and methodological considerations. |
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| Authors: | Davison, J., Maguire, S., McLaughlin, M., Simms, V. |
| Source: | Journal of Intellectual Disability Research. Jul2022, Vol. 66 Issue 7, p628-641. 14p. 3 Charts. |
| Subjects: | Well-being, Self-evaluation, Action research, Schools, Descriptive statistics, Communication, Scale analysis (Psychology), People with intellectual disabilities, Psychological adaptation, Adult education workshops, Adolescence |
| Abstract: | Background: The measurement of subjective well‐being is challenging with samples of adolescents with intellectual disability (ID) given the cognitive and linguistic difficulties they face in comprehending standardised measures, and as such is primarily based on proxy reports. The lack of appropriate tools needs to be addressed so that adolescents with ID can self‐report on their own well‐being. The current study reports on the use of participatory research methods to adapt and modify two standardised self‐report measures of subjective well‐being suitable for completion by adolescents with ID. Method: Two special schools were recruited for this study. At each school, staff (n = 15) and pupils aged 11–17 years (n = 35) participated. A series of co‐design workshops were conducted to adapt two standardised subjective well‐being measures: Kidscreen‐10 and short‐form Warwick–Edinburgh Mental Well‐being Scale. Results: Specific aspects for measure adaption were identified: simplifying the item wording and phrasing; inclusion of pictorial communication symbols and visual prompts to represent the meaning of items; changing of tense of questions from past to present; asking questions rather than statements; reducing 5‐point Likert scales to 3‐point or dichotomous; presenting one item at a time during administration; and developing alternate formats of the survey to ensure inclusivity. Conclusions: This paper illustrates the value of using participatory research methods when working alongside adolescents with ID and offers methodological, as well as practical, guidance in the context of adapting subjective self‐report measures for this target group, serving as a guide to fellow researchers and clinicians interested in modifying or developing self‐report measures for adolescents with ID. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Intellectual Disability Research is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background: The measurement of subjective well‐being is challenging with samples of adolescents with intellectual disability (ID) given the cognitive and linguistic difficulties they face in comprehending standardised measures, and as such is primarily based on proxy reports. The lack of appropriate tools needs to be addressed so that adolescents with ID can self‐report on their own well‐being. The current study reports on the use of participatory research methods to adapt and modify two standardised self‐report measures of subjective well‐being suitable for completion by adolescents with ID. Method: Two special schools were recruited for this study. At each school, staff (n = 15) and pupils aged 11–17 years (n = 35) participated. A series of co‐design workshops were conducted to adapt two standardised subjective well‐being measures: Kidscreen‐10 and short‐form Warwick–Edinburgh Mental Well‐being Scale. Results: Specific aspects for measure adaption were identified: simplifying the item wording and phrasing; inclusion of pictorial communication symbols and visual prompts to represent the meaning of items; changing of tense of questions from past to present; asking questions rather than statements; reducing 5‐point Likert scales to 3‐point or dichotomous; presenting one item at a time during administration; and developing alternate formats of the survey to ensure inclusivity. Conclusions: This paper illustrates the value of using participatory research methods when working alongside adolescents with ID and offers methodological, as well as practical, guidance in the context of adapting subjective self‐report measures for this target group, serving as a guide to fellow researchers and clinicians interested in modifying or developing self‐report measures for adolescents with ID. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09642633 |
| DOI: | 10.1111/jir.12936 |
