Meadow-Kendall听障儿童社会性和情绪发展评估量表学龄前版信度及效度研究  

Reliability and Validity of Meadow-Kendall Social-emotional Assessment Inventory for Deaf and Hearing-impaired Students Preschool Version in China

作　　者：杜巧新[1] 尹梦雅[1] 王娜[1] 王段霞[1] 陈溪[1] 

机构地区：[1]中国聋儿康复研究中心,北京市100029

出　　处：《中国康复理论与实践》2012年第9期850-852,共3页Chinese Journal of Rehabilitation Theory and Practice

摘　　要：目的评价Meadow-Kendall听障儿童社会性和情绪发展评估量表(SEAI)学龄前版在中国文化背景下的适用性。方法对听力障碍儿童96例采用SEAI施测。随机选择30例,同时完成Conners教师量表测试。从中随机选择30例,2周后施测。随机选取30例,由其另一位评定者施测。对评定结果进行Pearson相关分析或Spearman相关分析。结果社交沟通行为、冲动行为、发育问题、焦虑强迫行为4个分量表和听障相关条目量表的重测信度(r)为0.94、0.55、0.87、0.31、0.74,Cronbachα为0.70、0.76、0.76、0.80、0.68;评定者信度为0.90、0.58、0.46、0.14、0.55。SEAI各分量表与TRS的诸多因子负相关(r=-0.36^-0.89,P<0.05)。验证性因子分析显示,4个分量表和1个听障相关条目量表的模型合理。结论 SEAI学龄前版具有良好的信度和效度,适用于我国听力障碍儿童。Objective To explore the reliability and validity of Meadow-Kendall Social-Emotional Assessment Inventory（SEAI） for Deaf and Hearing-Impaired Students Preschool Version in China.Methods 96 hearing-impaired children were assessed with SEAI,and 30 of them were assessed with Conners Teacher Rating Scale（TRS）,30 by another teacher,30 by the first teacher 2 weeks later.The data were analyzed with Pearson＇s or Spearman＇s correlation analysis.Results For sociable communicative behaviors,impulsive dominating behaviors,developmental lags,anxious compulsive behaviors,items related to deafness,test-retest reliability（correlated coefficient,r） was 0.94,0.55,0.87,0.31,0.74;and Cronbach＇s α was 0.70,0.76,0.76,0.80,0.68.The inter-rater reliability was 0.90,0.58,0.46,0.14,0.55.The subscales of SEAI were correlated（r=-0.36^-0.89,P〈0.05） with the subscales of TRS.Confirmatory factor analysis showed that the subscale model of SEAI was reasonable.Conclusion The SEAI for Deaf and Hearing-impaired Students Preschool Version can be used for Chinese hearing-impaired children.

关 键 词：听力障碍 儿童 社会性和情绪 发展 Meadow-Kendall听障儿童社会性和情绪发展评估量表 信度 效度 

分 类 号：R743[医药卫生—神经病学与精神病学]