Quality of Life in Children and Adolescents with Learning Problems: Development and Validation of the LD/QOL15 Scale

Autor/inn/en	Waber, Deborah P.; Boiselle, Ellen C.; Forbes, Peter W.; Girard, Jonathan M.; Sideridis, Georgios D.
Titel	Quality of Life in Children and Adolescents with Learning Problems: Development and Validation of the LD/QOL15 Scale
Quelle	In: Journal of Learning Disabilities, 52 (2019) 2, S.146-157 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219418775119
Schlagwörter	Quality of Life; Children; Adolescents; Learning Problems; Test Construction; Test Validity; Test Reliability; Parent Attitudes; Academic Achievement; Age Differences; Elementary School Students; Middle School Students; Psychological Patterns; Questionnaires; Gender Differences; Massachusetts + Suchen Sie Ihr Suchwort? Lebensqualität; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernproblem; Testaufbau; Testvalidität; Testreliabilität; Elternverhalten; Schulleistung; Age; Difference; Age difference; Altersunterschied; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fragebogen; Geschlechterkonflikt; Master-Studiengang
Abstract	Learning problems (LP) can have wider implications than the academic deficits per se. The goal of the present series of studies was to develop a reliable and valid quality-of-life measure targeted to children and adolescents with LP. In Study 1, using a 35-item questionnaire, we surveyed 151 parents/guardians of children referred for assessment of learning disorders. Exploratory factor analysis identified a three-factor model: Academic Performance, School Understanding, and Child/Family Psychological. These factors were validated against standardized measures of academic achievement and psychosocial functioning. The questionnaire was then reduced to 15 items--the LD/QOL15--and administered to a community sample of 325 parents/guardians of children in Grades 1 to 8 (Study 2). The three-factor model was verified with confirmatory factor analysis. Comparison of general education (n = 232) and LP (n = 93) groups within the community sample documented substantial group differences (p < 0.0001), with the LP group having higher mean scores. These differences were larger for older students (Grades 5-8) than younger students (Grades 1-4; p < 0.01). The LD/QOL15 is a brief and reliable measure that is valid to assess quality of life and, potentially, outcomes in children and adolescents with LP. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01