Attitude Towards Persons with Intellectual Disability Scale: Further Development

Boo, Lena Song Hui; Nie, Youyan

doi:10.1007/s12144-017-9560-5

Cited by 12 publications

(11 citation statements)

References 42 publications

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“… 1 , 21 , 26 , 51–54 Other authors have also selected long-form ATTID items to measure attitudes. 32 , 55 The original ATTID questionnaire was adapted for a sample of Italian teachers. 56 The Italian version respects the tripartite attitude and consists of five factors divided into 70 items.…”

Section: Discussionmentioning

confidence: 99%

Reliability and Validity of the Arabic Version of Attitudes Towards Intellectual Disability Questionnaire-Short Form (A-ATTID-S)

Jelleli¹,

Guelmami²,

Mohamed³

et al. 2022

PRBM

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Purpose Positive attitudes toward intellectual disability contribute to the effective inclusion of people with intellectual disability (PWID) in society, thereby enhancing their quality of life. The literature on tools for measuring attitudes towards PWID in Arabic is limited. The aim of this study was to adapt and validate the Attitudes towards Intellectual Disability Questionnaire-Short Form (ATTID-S) using an Arab population to assess its factor structure and reliability. Materials and Methods A total of 812 Arabic native speakers who lived in Tunisia were recruited. The exploratory sample consisted of 223 subjects divided into male (n = 121, 54.26%) and female (n = 102, 45.74%) with an age range of between 18 and 64 (mean = 32.7 ±9.2 years). The confirmatory sample comprised 589 participants, male (n = 357, 60.61%) and female (n = 232, 39.38%), with a mean age of 31.61 (SD = 12.43). A cross-cultural translation of ATTID-S was carried. The Arab attitudes towards intellectual disability scale (A-ATTID-S) was tested using exploratory factor analysis, followed by confirmatory factor analysis. Results Exploratory factor analysis revealed a five-factor solution explaining up to 68.74 of the total variation, with items having lambda factor loadings ranging from 0.53 to 0.9. Subsequently, confirmatory factor analysis, which used a wide range of goodness-of-fit indices that met the recommended standards, confirmed the measure’s robustness. The internal consistency reliability of each of the subscales was investigated using reliability analysis. Cronbach’s alpha scores for the subscales and total score were satisfactory. Moreover, differences in the A-ATTID-S scores between male and female with age as covariate were demonstrated. Conclusion The A-ATTID-S is a good psychometric scale that can be used to assess the attitude of a general population towards intellectual disability in the Arabic-speaking world.

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Section: Discussionmentioning

confidence: 99%

Reliability and Validity of the Arabic Version of Attitudes Towards Intellectual Disability Questionnaire-Short Form (A-ATTID-S)

Jelleli¹,

Guelmami²,

Mohamed³

et al. 2022

PRBM

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“…Several U.S. scales measuring attitudes toward people with ID have been translated and adapted in multiple languages and used in a number of countries, supporting the notion that the attitudes construct generalizes cross-culturally, at least in Canada (Ouellette-Kuntz et al, 2010), the United Kingdom (Scior et al, 2010), Australia (Yazbeck et al, 2004), Japan (Horner-Johnson et al, 2002), China (Scior et al, 2010;Siperstein et al, 2011), and Singapore (Boo & Nie, 2018). There are some cultural differences regarding attitudes toward people with ID (Scior et al, 2010), including beliefs about the causes of ID (Lakhan & Sharma, 2010).…”

Section: International Perspectivesmentioning

confidence: 80%

Attitudes, stigma, and ableism toward people with intellectual disability.

Dell’Armo

Tassé

2021

APA Handbook of Intellectual and Developmental Disabilities: Foundations (Vol. 1).

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“…They insist on learning through discussion is highly recommended for students. This is mainly because most of the students' junior high school feel comfortable to learn with their peers (le Roux & Nagel, 2018;Song, Boo, & Nie, 2018). Although, some students were preferred to ask directly to teachers.…”

Section: B Challenges Of the 2013 Curriculum In Classroommentioning

confidence: 99%

the Prevailing 2013 Curriculum in Junior High School Practice: Teacher Perspective

Bunyamin

Umam

2019

J. Edu. Teach. Learn.

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The 2013 Curriculum has been implemented in various schools in Jakarta. Although, the concept has been debated among teachers, and practitioners, some private and public schools in Jakarta have fully implemented this curriculum. The main purpose of this study was to examine teachers understanding of the prevailing 2013 Curriculum. This study used mix methods. The quantitative method was used to examine the teachers’ competence about the 2013 Curriculum, while the qualitative method was used to strengthen and explore teachers’ responses about curriculum in classroom practices. There were three different aspects that evaluated such as training period, classroom practice, and students' classroom engagement. The participant included 125 junior high school teachers from different parts of Jakarta. Data were collected through an online survey with a Likert scale. Data were analyzed by descriptive statistics. The result of this study reported that teachers have enough time to get their training but they need extra time to prepare for classroom practice. Students who be engaged the 2013 Curriculum in classroom practice have been supported to work collaboratively with their peers. Teachers need to be prepared such as equipment, classroom plan, book for the teacher, and time for meeting among their peer teaching. In the class practice, teachers need allotted time to prepare for teaching and examination.

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Attitude Towards Persons with Intellectual Disability Scale: Further Development

Cited by 12 publications

References 42 publications

Reliability and Validity of the Arabic Version of Attitudes Towards Intellectual Disability Questionnaire-Short Form (A-ATTID-S)

Reliability and Validity of the Arabic Version of Attitudes Towards Intellectual Disability Questionnaire-Short Form (A-ATTID-S)

Attitudes, stigma, and ableism toward people with intellectual disability.

the Prevailing 2013 Curriculum in Junior High School Practice: Teacher Perspective

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