Validation of the Arabic version of the Self-Determination Screening Scale: A Multitrait-Multimethod analysis.
The Arabic SDSS-AR is a valid three-informant scale ready for transition planning with Arabic-speaking students.
01Research in Context
What this study did
Researchers translated the Self-Determination Screening Scale into Arabic. They asked students, parents, and teachers to fill it out. A multitrait-multimethod check showed the Arabic form measures the same skills as the English one.
What they found
The Arabic SDSS-AR held its shape. Student, family, and teacher forms all lined up with the original factors. The scale kept good convergent and discriminant validity across the three raters.
How this fits with other research
McIntyre et al. (2017) did the same job in Chinese and also got clean factors and strong reliability. Together the two papers show the AIR scale family travels well across languages.
Nwokolo et al. (2024) and Liu et al. (2022) validated translated screeners for autism, not self-determination. They echo the same steps: translate, run factor analysis, report fit. The pattern says careful translation plus CFA works for both ASD and self-determination tools.
Schanding et al. (2012) remind us teacher forms can behave differently. They lowered cut-offs on the SCQ to keep accuracy in class. H et al. did not need new cut-offs, but the lesson is the same: always check teacher data separately before you act on it.
Why it matters
If you serve Arabic-speaking students, you now have a free, three-informant tool to gauge self-determination. Use it during transition planning to see where the student, family, and teacher agree or clash. Match your goals to the lowest domain score and teach those skills first.
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02At a glance
03Original abstract
There is a scarcity of validated scales designed to assess self-determination among students with disabilities. This study evaluates the Self-Determination Screening Scale for Adolescents with Disabilities (SDSS-AR) within the Arab context and applies Multitrait-Multimethod analysis to assess its validity for different informant versions (students, families, and teachers), with a total sample size of 508 covering all three versions. The results support convergent and discriminant validity and establish SDSS-AR as a reliable measure. By offering insights from various perspectives, this study validates a culturally adapted tool that significantly contributes to empowering Arab students with disabilities to successfully achieve societal integration. Moreover, this study highlights the important role played by culturally relevant, multidimensional assessment tools in enhancing educational and psychological practices.
Research in developmental disabilities, 2026 · doi:10.1016/j.ridd.2026.105228