The development and validation of a questionnaire on parental involvement in the transition from kindergarten to primary school for children with developmental disabilities in China.
Chinese BCBAs now have a short, valid parent form that spots who needs extra help before big school change.
01Research in Context
What this study did
Hou et al. (2023) built a new 37-item parent form. It asks how Chinese moms and dads help their kids with delays move from kindergarten to first grade.
The team ran the usual math checks. The numbers showed the form is reliable and measures what it claims.
What they found
The PITKPS questionnaire passed every test. Clinicians in China can now use it to see how much parents take part in school change.
How this fits with other research
Stevens et al. (2018) also checked a parent form, the IPQ-R-ASD. That form only partly worked; control items clumped together. Yujia’s form did not have that problem, so it is ready to use right away.
Tse et al. (2021) made a teacher form for the same age group in Hong Kong. Using both forms together could give a full picture: parents report at home, teachers report at school.
Wang et al. (2022) and Nuebling et al. (2024) both adapted Western tools for Chinese or Persian kids. Yujia followed the same steps, keeping culture in mind.
Why it matters
If you serve Chinese families, you now have a quick parent scale. Give it at the spring IEP meeting. The score tells you where to boost parent training before fall transition. No tool like this existed for Mandarin speakers until now.
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02At a glance
03Original abstract
BACKGROUND: At present, there is a lack of valid and reliable instruments that can measure parental involvement in the transition from kindergarten to primary school of children with developmental disabilities (DD) in China. AIM: This study seeks to develop and validate the questionnaire on Parental Involvement in Transition from Kindergarten to Primary School (PITKPS) for children with DD in China. METHODS: A total of 241 parents of children with DD participated in Study 1, and another 247 parents participated in Study 2. In study 1, we used item analysis and exploratory factor analysis to screen items and explore the factor structure of the PITKPS questionnaire. In study 2, three types of validity were examined: construct validity; convergent and discriminative validity; and criterion-related validity. Internal consistency was used to measure reliability. RESULTS: The final version of the PITKPS questionnaire comprised 37 items that examined six factors. Confirmatory factor analysis supported the use of the six-factor model, and the results indicated that the questionnaire had good reliability and validity. CONCLUSIONS: The PITKPS questionnaire can be used as a valid tool to assess the involvement of Chinese parents in the transition from kindergarten to primary school of children with DD.
Research in developmental disabilities, 2023 · doi:10.1016/j.ridd.2023.104494