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Permanent link (DOI): https://doi.org/10.7939/R3JX51

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An Item Analysis of the Instability of Parent Report Scores on the Pediatric Evaluation of Disability Inventory Open Access

Descriptions

Other title
Subject/Keyword
instability
PEDI
Pediatric Evaluation of Disability Inventory
parent report
stability
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Worth, Melanie Susan
Supervisor and department
Darrah, Johanna (Physical Therapy)
Examining committee member and department
Wiart, Lesley (Physical Therapy)
Magill-Evans, Joyce (Occupational Therapy)
Department
Faculty of Rehabilitation Medicine
Specialization
Physical Therapy
Date accepted
2012-06-13T15:58:59Z
Graduation date
2012-11
Degree
Master of Science
Degree level
Master's
Abstract
Purpose: To evaluate item instability of the Pediatric Evaluation of Disability Inventory – Functional Skills Scale completed by parents. Methods: Scoring instability was analyzed between baseline and after 6 months of intervention (T1-T2) on 113 children and between end of intervention and 3 months afterwards (T2-T3) on 101 children. Results: Scoring instability was present among children between T1-T2 (19% of children > 5 unstable items) and between T2-T3 (34% of children > 5 unstable items). Ten or more children had unstable scores between both time periods for 21 out of 132 (16%) items. More instability was found between T2-T3, among older children in T1-T2, and among children with less motor limitations in T2-T3. Conclusions: Item instability was present, but the magnitude was low. Suggestions for parental scoring on the PEDI-FSS include clarifying the scoring reference, the subjective words, the guidelines for multi-faceted items, and the impact of the outdoor environment.
Language
English
DOI
doi:10.7939/R3JX51
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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