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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-263264
DOI: 10.25656/01:26326; 10.3389/fpsyg.2019.00232
URN: urn:nbn:de:0111-pedocs-263264
DOI: 10.25656/01:26326; 10.3389/fpsyg.2019.00232
| Title |
The longitudinal measurement of reasoning abilities in students with special educational needs |
|---|---|
| Authors |
Gnambs, Timo   ;
Nusser, Lena |
| Source | Frontiers in psychology 10 (2019) 232  |
| Document | full text (658 KB) |
| License of the document |
|
| Keywords (German) | Sonderpädagogik; Lernen; Behinderung; Schüler; Längsschnittuntersuchung; Denkfähigkeit |
| sub-discipline | Empirical Educational Research Special Education |
| Document type | Article (journal) |
| ISSN | 1664-1078; 16641078 |
| Language | English |
| Year of creation | 2019 |
| review status | Peer-Reviewed |
| Abstract (English): | Students with special educational needs in the area of learning (SEN-L) have learning disabilities that can lead to academic difficulties in regular schools. In Germany, these students are frequently enrolled in special schools providing specific training and support for these students. Because of their cognitive difficulties, it is unclear whether standard achievement tests that are typically administered in educational large-scale assessments (LSA) are suitable of students with SEN-L. The present study evaluated the psychometric properties of a short instrument for the assessment of reasoning abilities that was administered as part of a longitudinal LSA to German students from special schools (N = 324) and basic secondary schools (N = 338) twice within 6 years. Item response modeling demonstrated an essentially unidimensional scale for both school types. Few items exhibited systematic differential item functioning (DIF) between students with and without SEN-L, allowing for valid cross-group comparisons. However, change analyses across the two time points needed to account for longitudinal DIF among students with SEN-L. Overall, the cognitive test allowed for a valid measurement of reasoning abilities in students with SEN-L and comparative analyses regarding students without SEN-L. These results demonstrate the feasibility of incorporating students with SEN-L into educational LSAs. (DIPF/Orig.) |
| other articles of this journal | Frontiers in psychology Jahr: 2019 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 23.03.2023 |
| Citation | Gnambs, Timo; Nusser, Lena: The longitudinal measurement of reasoning abilities in students with special educational needs - In: Frontiers in psychology 10 (2019) 232 - URN: urn:nbn:de:0111-pedocs-263264 - DOI: 10.25656/01:26326; 10.3389/fpsyg.2019.00232 |
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