《中国康复理论与实践》

《中国康复理论与实践》 ›› 2012, Vol. 18 ›› Issue (9): 850-852.

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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

杜巧新，尹梦雅，王娜，王段霞，陈溪   

  1. 中国聋儿康复研究中心，北京市100029
  • 收稿日期:2012-05-28 修回日期:2012-06-21 出版日期:2012-09-25 发布日期:2012-09-25

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

DU Qiao-xin, YIN Meng-ya, WANG Na, et al   

  1. China Rehabilitation Research Center for Deaf Children, Beijing100029, China
  • Received:2012-05-28 Revised:2012-06-21 Published:2012-09-25 Online:2012-09-25

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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，Cronbach α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。

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

Abstract: 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.

Key words: hearing-impaired, children, social-emotional, development, Meadow-Kendall Social-emotional Assessment Inventory for Deaf and Hearing-impaired Students, reliability, validity