Grit

Abstract. The Grit scale is a popular measure of achievement-striving behavior. Consisting of two subscales, Consistency of Interests (CI) and Perseverance of Effort (PE), this scale has been repeatedly demonstrated to have high reliability and validity. At the same time, an increasing number of studies explicitly report a low correlation between the subscales and distinct patterns of associations with external measures that each subscale forms. We explored whether there is psychometric evidence that a substantive single grit construct underlies the scale. To answer this question, we investigated the scale structure in a more robust framework than the classical test theory and factor analyses could previously provide. The Russian version of the Grit scale was developed and implemented on a representative sample of high school students ( n = 2,269), and different models of item response theory (IRT), both unidimensional and multidimensional, were compared to find the best fitting model. The results confirmed that the subscales reflect related but independent constructs rather than the whole grit construct. The psychometric properties of the subscales were analyzed with the two-dimensional Partial Credit Model. Both subscales of the Russian version of the Grit scale are unidimensional, have good psychometric properties, and can be used to estimate respondents’ ability.

Extracurricular activities and the development of social skills in children with intellectual and specific learning disabilities

BACKGROUND

Children with intellectual disability and specific learning disabilities often lack age-appropriate social skills, which disrupts their social functioning. Because of the limited effectiveness of classroom mainstreaming and social skills training for these children, it is important to explore alternative opportunities for social skill acquisition. Participation in social activities is positively related to children's social adjustment, but little is known about the benefits of activity participation for children with intellectual and specific learning disabilities.

METHODS

This study investigated the association between frequency and type of social activity participation and the social competence of 8-11-year-old children with intellectual disability (n = 40) and specific learning disabilities (n = 53), in comparison with typically developing peers (n = 24).

RESULTS

More time involved in unstructured activities, but not structured activities, was associated with higher levels of social competence for all children. This association was strongest for children with intellectual disability, suggesting that participation in unstructured social activities was most beneficial for these children.

CONCLUSION

Future research on the quality of involvement is necessary to further understand specific aspects of unstructured activities that might facilitate social development.

Psychometric properties of the portuguese version of the adaptive behavior scale

The adaptive behavior construct has gained prominent attention in human services over the last several years in Portugal, and its measurement has become an integral part of the assessment of populations with intellectual disability. In Portugal, diagnosis remains exclusively based on IQ measures, although some attention recently has been given to the adaptive behavior concept. In this article, we explain the adaptation and validation process of the Portuguese version of the Adaptive Behavior Scale (PABS) on a sample of 1,875 people with and without intellectual disability. Results of the study are discussed in terms of the reliability and validity of PABS on the sample. The PABS appears to be a valid and reliable assessment of adaptive behavior in individuals in Portugal with intellectual disability.

Cutoff Scores for the Matson Evaluation of Social Skills for Individuals With Severe Retardation (MESSIER) for Adults With Intellectual Disability

Social skills are defining aspects of intellectual disability (ID). Additionally, their presence or absence can be a major impediment to independent living, and they correlate with other problems in the ID population, such as comorbid psychopathology. To date, little has been done to develop scales to measure these problems, particularly for adults. One exception has been the Matson Evaluation of Social Skills for the Severely Retarded ( MESSIER). The scale has well established reliability, however many of its psychometric properties have yet to be explored. This study was designed to establish cutoff scores for the total score and factors and to explore the relationship of individual items to severity of social deficits. Participants are adults with severe or profound ID, assessed on the MESSIER. Specific psychometrics for the test including cutoff scores are established. The implications of these data for theory, research, and practice are discussed.