Validation of the Arabic Version of the Transition Planning Inventory (TPI-AR)
Abstract
:1. Introduction
2. Method
2.1. Participants
2.2. Data Collection
2.3. Data Analysis
3. Results
Structural Validity
4. Discussion
4.1. Implications for Practice
4.2. Implications for Research
4.3. Limitations
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
Item | Subscale | Students | Parents | Teachers |
---|---|---|---|---|
1 | Career Choice and Planning | 0.809 | 0.822 | 0.882 |
2 | 0.891 | 0.897 | 0.953 | |
3 | 0.852 | 0.88 | 0.918 | |
4 | 0.718 | 0.766 | 0.763 | |
5 | Employment Knowledge and Skills | 0.822 | 0.936 | 0.949 |
6 | 0.761 | 0.924 | 0.942 | |
7 | 0.803 | 0.827 | 0.894 | |
8 | 0.684 | 0.875 | 0.796 | |
9 | 0.755 | 0.864 | 0.78 | |
10 | Further Education/Training | 0.805 | 0.881 | 0.897 |
11 | 0.857 | 0.921 | 0.851 | |
12 | 0.817 | 0.892 | 0.943 | |
13 | 0.759 | 0.763 | 0.708 | |
14 | Functional Communication | 0.624 | 0.805 | 0.742 |
15 | 0.546 | 0.787 | 0.717 | |
16 | 0.889 | 0.926 | 0.975 | |
17 | 0.929 | 0.913 | 0.941 | |
18 | Self-Determination | 0.827 | 0.861 | 0.9 |
19 | 0.696 | 0.849 | 0.894 | |
20 | 0.789 | 0.744 | 0.747 | |
21 | 0.884 | 0.855 | 0.91 | |
22 | 0.887 | 0.908 | 0.961 | |
23 | 0.879 | 0.916 | 0.953 | |
24 | 0.674 | 0.836 | 0.875 | |
25 | 0.877 | 0.938 | 0.925 | |
26 | Independent Living | 0.672 | 0.773 | 0.713 |
27 | 0.804 | 0.841 | 0.873 | |
28 | 0.744 | 0.851 | 0.943 | |
29 | 0.863 | 0.91 | 0.921 | |
30 | 0.789 | 0.778 | 0.846 | |
31 | 0.67 | 0.712 | 0.839 | |
32 | Personal Money Management | 0.683 | 0.597 | 0.54 |
33 | 0.742 | 0.9 | 0.833 | |
34 | 0.789 | 0.882 | 0.935 | |
35 | 0.784 | 0.896 | 0.955 | |
36 | Community Involvement and Usage | 0.671 | 0.709 | 0.648 |
37 | 0.693 | 0.715 | 0.682 | |
38 | 0.773 | 0.829 | 0.857 | |
39 | 0.848 | 0.863 | 0.959 | |
40 | 0.854 | 0.858 | 0.917 | |
41 | 0.724 | 0.827 | 0.861 | |
42 | Leisure Activities | 0.721 | 0.882 | 0.829 |
43 | 0.77 | 0.887 | 0.938 | |
44 | 0.689 | 0.903 | 0.939 | |
45 | 0.835 | 0.861 | 0.831 | |
46 | Health | 0.792 | 0.793 | 0.807 |
47 | 0.7 | 0.852 | 0.869 | |
48 | 0.897 | 0.908 | 0.953 | |
49 | 0.896 | 0.924 | 0.951 | |
50 | 0.621 | 0.8 | 0.795 | |
51 | Interpersonal Relationships | 0.768 | 0.618 | 0.81 |
52 | 0.73 | 0.664 | 0.89 | |
53 | 0.762 | 0.739 | 0.922 | |
54 | 0.839 | 0.806 | 0.93 | |
55 | 0.777 | 0.869 | 0.808 | |
56 | 0.805 | 0.891 | 0.877 | |
57 | 0.71 | 0.772 | 0.644 |
References
- AL-Shehri, S.A. Access to dental care for persons with disabilities in Saudi Arabia (Caregivers’ perspective). J. Disabil. Oral Health 2012, 13, 51. [Google Scholar]
- Alnahdi, G.H.; Schwab, S. Inclusive education in Saudi Arabia and Germany: Students’ perception of school well-being, social inclusion, and academic self-concept. Eur. J. Spec. Needs Educ. 2021, 36, 773–786. [Google Scholar] [CrossRef]
- Yada, A.; Alnahdi, G.H. A comparative study on Saudi and Japanese in-service teachers’ attitudes towards inclusive education and self-efficacy in inclusive practices. Educ. Stud. 2021, 47, 1–19. [Google Scholar] [CrossRef]
- Ministry of Education of the Kingdom of Saudi Arabia. The Organizational Guide for Special Education in the Kingdom of Saudi Arabia; King Abdullah bin Abdul-Aziz Project for the Development of Public Education: Riyadh, Saudi Arabia, 2015. [Google Scholar]
- Morgan, R.L.; Riesen, T. Promoting Successful Transition to Adulthood for Students with Disabilities; Guilford Publications: New York, NY, USA, 2016. [Google Scholar]
- Individuals with Disabilities Education Improvement Act of 2004; Congress.gov: Washington, DC, USA, 2004.
- Sitlington, P.L.; Neubert, D.A.; Begun, W.H.; Lombard, R.C.; Leconte, P.J. (Eds.) Assess for Success: A Practitioner’s Handbook on Transition Assessment; Corwin Press: Thousand Oaks, CA, USA, 2007; Available online: https://www-doi-org.sdl.idm.oclc.org/10.4135/9781483329611.n4 (accessed on 15 March 2021).
- Plotner, A.J.; Trach, J.S.; Strauser, D.R. Vocational rehabilitation counselors’ identified transition competencies: Perceived importance, frequency, and preparedness. Rehabil. Couns. Bull. 2012, 55, 135–143. [Google Scholar] [CrossRef]
- Tucker, K. A Descriptive Study of Educational Professionals’ Knowledge of Transition Assessment for Individuals with Intellectual Disabilities. Ph.D. Thesis, Texas Tech University, Lubbock, TX, USA, 2012. TTU DSpace Repository. Available online: http://hdl.handle.net/2346/46951 (accessed on 15 March 2021).
- Alfawzan, S.; Alrawee, J. Revealing the hindrances of transitional programs of female students with intellectual disabilities in Aseer region. J. Spec. Educ. Rehabil. 2018, 7, 35–73. [Google Scholar] [CrossRef]
- Alqahtani, B.; Alquraini, T. The use of transition plans in individual educational programs for female students with intellectual disabilities in the Kingdom of Saudi Arabia. J. Educ. Sci. 2017, 29, 409–433. [Google Scholar]
- Alquraini, T. The provision of transition services in educational institutions for students with multiple disabilities and their importance from the perspectives of the school team. Educ. Psychol. 2013, 40, 58–85. [Google Scholar] [CrossRef]
- Alzahrani, M. The Implementation of Transition Programs for Deaf Students at the Secondary Level and Their Obstacles From the Perspective of Teachers and Specialists at the Schools of Hope in Riyadh. Master’s Thesis, King Saud University, Riyadh, Saudi Arabia, 2012. [Google Scholar]
- Alhossan, B.A.; Trainor, A.A. Faculty perceptions of transition personnel preparation in Saudi Arabia. Career Dev. Transit. Except. Individ. 2017, 40, 104–112. [Google Scholar] [CrossRef]
- Almalki, S.; Alqabbani, A.; Alnahdi, G. Challenges to parental involvement in transition planning for children with intellectual disabilities: The perspective of special education teachers in Saudi Arabia. Res. Dev. Disabil. 2021, 111, 10387. [Google Scholar] [CrossRef]
- Almuaqel, I.A. The life skills for students with intellectual disability and its applications in middle and high school. J. Stud. Res. Center. 2008, 24, 32–50. [Google Scholar]
- Almutairi, R.A. Teachers and Practitioners’ Perceptions of Transition Services for Females with Intellectual Disability in Saudi Arabia; University of Northern Colorado: Greeley, CO, USA, 2018. [Google Scholar]
- Alnahdi, G.H. Teachers’ Attitudes and Perceptions toward Transition Services from School to Work for Students with Mild Intellectual Disabilities in Saudi Arabia; Ohio University: Westerville, OH, USA, 2012. [Google Scholar]
- Alrusaiyes, R.F. Perspectives toward Transition Program for Females with Intellectual Disability in the Kingdom of Saudi Arabia; University of Northern Colorado: Greeley, CO, USA, 2014. [Google Scholar]
- Finn, J.; Holmes, V.L.; Horton, E. Successful transition to adulthood: Do we really need to teach shopping, sex and social skills? J. Adv. Educ. Res. 2016, 1, 33. [Google Scholar] [CrossRef]
- Patton, J.R.; Clark, G.M. Transition Planning Inventory−Third Edition: Administration and Resource Guide; Pro-Ed: Austin, TX, USA, 2021. [Google Scholar]
- Collier, M.L.; Griffin, M.M.; Wei, Y. Facilitating student involvement in transition assessment: A pilot study of the student transition questionnaire. Career Dev. Transit. Except. Individ. 2016, 39, 175–184. [Google Scholar] [CrossRef]
- Patton, J.; Kim, M.K. The importance of transition planning for special needs students. Rev. Port. Educ. 2016, 29, 9–26. [Google Scholar] [CrossRef]
- Neubert, D.A. The role of assessment in the transition to adult life process for students with disabilities. Exceptionality 2003, 11, 63–75. [Google Scholar] [CrossRef]
- Rehfeldt, J.D. An Investigation into the Effects of Using the Transition Planning Inventory on IEP Goal Development and Locus of Control. Ph.D. Thesis, University of Kansas, Lawrence, KS, USA, 2007. Publication No. 3251347, ProQuest Dissertations & Theses Global. [Google Scholar]
- Sitlington, P.L.; Neubert, D.A.; Leconte, P.J. Transition assessment: The position of the division on career development and transition. Career Dev. Transit. Except. Individ. 1997, 20, 69–79. [Google Scholar] [CrossRef]
- Clark, G.M. Transition planning assessment for secondary-level students with learning disabilities. J. Learn. Disabil. 1996, 29, 79–92. [Google Scholar] [CrossRef] [PubMed]
- Rehfeldt, J.D.; Clark, G.M.; Lee, S.W. The effects of using the Transition Planning Inventory and a structured IEP process as a transition planning intervention on IEP meeting outcomes. Remedial Spec. Educ. 2012, 33, 48–58. [Google Scholar] [CrossRef]
- Kohler, P.D. Transition Planning Inventory (TPI). Diagnostique 1999, 24, 249–256. [Google Scholar] [CrossRef]
- Stevens, S.L. An Investigation of the Content Validity, Stability, and Internal Consistency of the Spanish Version of the Transition Planning Inventory Home Form. Ph.D. Thesis, University of Kansas, Lawrence, KS, USA, 2006. Publication No. 3234992, ProQuest Dissertations & Theses Global. [Google Scholar]
- Carter, E.W.; Trainor, A.A.; Sun, Y.; Owens, L. Assessing the transition-related strengths and needs of adolescents with high-incidence disabilities. Except. Child. 2009, 76, 74–94. [Google Scholar] [CrossRef]
- Carter, E.W.; Brock, M.E.; Trainor, A.A. Transition assessment and planning for youth with severe intellectual and developmental disabilities. J. Spec. Educ. 2014, 47, 245–255. [Google Scholar] [CrossRef]
- Smith, S.M. Reliability of the Transition Planning Inventory (TPI) with Secondary Special Education Students, Their Parents and Teachers in Kansas. Ph.D. Thesis, University of Kansas, Lawrence, KS, USA, 1995. Publication No. 9609522, ProQuest Dissertations & Theses Global. [Google Scholar]
- Yeager, K.H. Transition Perceptions of High School Students with Emotional and Behavioral Disorders and Their Teachers. Ph.D. Thesis, University of Nevada, Reno, NV, USA, 2019. Publication No. 22585093, ProQuest Dissertations & Theses Global. [Google Scholar]
- Finn, J.E.; Holmes, V.L.; Johnson, R. Living at the Friendship House: Findings from the Transition Planning Inventory. World J. Educ. Res. 2014, 1, 36. [Google Scholar] [CrossRef] [Green Version]
- McNair, J.L. The Characteristics of High School Transition Programs that Assist Learning-Disabled Students to Succeed at the Post-Secondary Level. Ph.D. Thesis, Lynn University, Boca Raton, FL, USA, 2002. Publication No. 3062294, ProQuest Dissertations & Theses Global. [Google Scholar]
- Clark, G.M.; Patton, J.P. Transition Planning Inventory: Assessing Transition Needs; University of Texas Publisher: Austin, TX, USA, 1997. [Google Scholar]
- Patton, J.R.; Clark, G.M. Transition Planning Inventory−Second Edition: Administration and Resource Guide; Pro-Ed: Austin, TX, USA, 2014. [Google Scholar]
- Pallant, J. SPSS Survival Manual: A Step by Step Guide to Data Analysis Using IBM SPSS, 6th ed.; Routledge: Oxfordshire, UK, 2016. [Google Scholar]
- Massa-Carroll, I. Test review: Transition Planning Inventory−Second Edition by J.R., Patton & G.M. Clark. J. Pyschoeducational Assess. 2018, 36, 297–301. [Google Scholar] [CrossRef]
- Muthén, L.K.; Muthén, B.O. How to use a Monte Carlo study to decide on sample size and determine power. Struct. Equ. Model. 2002, 9, 599–620. [Google Scholar] [CrossRef]
- Beaton, D.E.; Bombardier, C.; Guillemin, F.; Ferraz, M.B. Guidelines for the process of cross-cultural adaptation of self-report measures. Spine 2000, 25, 3186–3191. [Google Scholar] [CrossRef] [Green Version]
- George, D.; Mallery, P. SPSS for Windows Step by Step: A Simple Guide and Reference, 11.0 Update; Allyn and Bacon: Boston, MA, USA, 2003. [Google Scholar]
- Mokkink, L.B.; Terwee, C.B.; Patrick, D.L.; Alonso, J.; Stratford, P.W.; Knol, D.L.; Bouter, L.M.; de Vet, H.C. COSMIN Checklist Manual; University Medical Center: Amsterdam, The Netherlands, 2012. [Google Scholar]
- Tottle, J.L. Transition Profiles of High School Students with and without Learning Disabilities. Ph.D. Thesis, University of Calgary, Calgary, AB, Canada, 2003. Unpublished doctoral thesis; Publication No. NQ87086, ProQuest Dissertations & Theses Global. [Google Scholar]
- Yeager, K.H.; Morgan, J.J.; Brown, M.R.; Higgins, K.; Jackson, I. Transition strengths and needs of high school students with emotional and behavioral disorders. Career Dev. Transit. Except. Individ. 2021, 44, 241–252. [Google Scholar] [CrossRef]
- Schermelleh-Engel, K.; Moosbrugger, H.; Müller, H. Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods Psychol. Res. Online 2003, 8, 23–74. [Google Scholar]
- Bentler, P.M.; Bonett, D.G. Significance tests and goodness of fit in the analysis of covariance structures. Psychol. Bull. 1980, 88, 588–606. [Google Scholar] [CrossRef]
- Pugesek, B.H.; Tomer, A.; Von Eye, A. (Eds.) Structural Equation Modeling: Applications in Ecological and Evolutionary Biology; Cambridge University Press: Cambridge, UK, 2003. [Google Scholar]
- Cappelleri, J.C.; Zou, K.H.; Bushmakin, A.G.; Alvir, J.M.J.; Alemayehu, D.; Symonds, T. Patient-Reported Outcomes: Measurement, Implementation and Interpretation; Taylor & Francis: Boca Raton, FL, USA, 2013. [Google Scholar]
- Waltz, C.F.; Strickland, O.L.; Lenz, E.R. Measurement in Nursing and Health Research, 3rd ed.; Springer Publishing Co.: New York, NY, USA, 2005. [Google Scholar]
- Yaghmaie, F. Content validity and its estimation. J. Med. Educ. 2003, 3, e105015. [Google Scholar]
- Polit, D.F.; Beck, C.T. The content validity index: Are you sure you know what’s being reported? Critique and recommendations. Res. Nurs. Health 2006, 29, 489–497. [Google Scholar] [CrossRef] [Green Version]
- Hair, J.F.; Anderson, R.E.; Babin, B.J.; Black, W.C. Multivariate Data Analysis: A Global Perspective; Pearson Education Limited: London, UK, 2010; Volume 7. [Google Scholar]
- Fornell, C.; Larcker, D.F. Evaluating structural equation models with unobservable variables and measurement error. J. Mark. Res. 1981, 18, 39–50. [Google Scholar] [CrossRef]
- O’Leary, E. New and improved transition services—Individuals with Disabilities Education Improvement Act of 2004. LDA Newsbr. 2006, 41, 1. [Google Scholar]
- Koch, T.; Schultze, M.; Burrus, J.; Roberts, R.D.; Eid, M. A multilevel CFA-MTMM model for nested structurally different methods. J. Educ. Behav. Stat. 2015, 40, 477–510. [Google Scholar] [CrossRef]
- Campbell, D.T.; Fiske, D.W. Convergent and discriminant validation by the multitrait-multimethod matrix. Psychol. Bull. 1959, 56, 81–105. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Widaman, K.F. Hierarchically nested covariance structure models for multitrait-multimethod data. Appl. Psychol. Meas. 1985, 9, 1–26. [Google Scholar] [CrossRef]
- Byrne, B.M. Structural Equation Modelling with AMOS: Basic Concepts, Applications, and Programming; Taylor and Francis Group: New York, NY, USA, 2010. [Google Scholar]
N | % | ||
---|---|---|---|
Students | |||
Gender | Male | 53 | 26 |
Female | 150 | 74 | |
Disability | Intellectual disability | 134 | 66 |
Learning disabilities | 22 | 11 | |
Hearing impairment | 31 | 15 | |
Visual impairment | 16 | 8 | |
Age | 13–15 | 77 | 38 |
16–18 | 70 | 35 | |
19–21 | 31 | 15 | |
22+ | 25 | 12 | |
School | General education | 41 | 20 |
Special education | 125 | 62 | |
Day care center | 37 | 18 | |
Family (Parents) | |||
Gender | Male | 58 | 29 |
Female | 145 | 71 | |
Relative | Mother | 99 | 49 |
Father | 44 | 22 | |
Sister | 41 | 20 | |
Brother | 14 | 7 | |
Other | 5 | 2 | |
Education | Uneducated | 16 | 8 |
High school | 100 | 49 | |
Bachelor’s degree | 80 | 40 | |
Postgraduate degree | 7 | 3 | |
Teachers a | |||
Gender | Male | 51 | 25 |
Female | 150 | 74 | |
Experience | 1–5 | 43 | 21 |
6–10 | 99 | 49 | |
11+ | 59 | 29 | |
Qualification | Diploma | 5 | 3 |
Bachelor’s degree | 163 | 80 | |
Postgraduate degree | 33 | 16 |
Planning Areas Inventory | Pilot Sample (n = 30) | Full Sample (n = 203) | Number of Items | ||||
---|---|---|---|---|---|---|---|
Student | Home | School | Student | Home | School | ||
Working | 9 | ||||||
Career Choice and Planning | 0.528 | 0.889 | 0.794 | 0.884 | 0.899 | 0.928 | 4 |
Employment Knowledge and Skills | 0.574 | 0.937 | 0.944 | 0.872 | 0.946 | 0.943 | 5 |
Learning | 16 | ||||||
Further Education/Training | 0.767 | 0.886 | 0.876 | 0.881 | 0.922 | 0.914 | 4 |
Functional Communication | 0.745 | 0.899 | 0.903 | 0.845 | 0.918 | 0.922 | 4 |
Self-Determination | 0.872 | 0.943 | 0.955 | 0.939 | 0.959 | 0.970 | 8 |
Living | 32 | ||||||
Independent Living | 0.542 | 0.833 | 0.896 | 0.887 | 0.920 | 0.940 | 6 |
Personal Money Management | 0.658 | 0.855 | 0.801 | 0.838 | 0.888 | 0.894 | 4 |
Community Involvement and Usage | 0.725 | 0.863 | 0.868 | 0.889 | 0.914 | 0.930 | 6 |
Leisure Activities | 0.502 | 0.930 | 0.924 | 0.839 | 0.933 | 0.934 | 4 |
Health | 0.709 | 0.899 | 0.884 | 0.873 | 0.929 | 0.942 | 5 |
Interpersonal Relationships | 0.596 | 0.916 | 0.865 | 0.903 | 0.909 | 0.939 | 7 |
Planning Areas Inventory | CMIN | df | P | RMSEA | CFI | GFI | AGFI | TLI | NFI |
---|---|---|---|---|---|---|---|---|---|
Career Choice and Planning | 3.849 | 2 | 0.146 | 0.068 | 0.996 | 0.990 | 0.952 | 0.988 | 0.992 |
0.062 | 1 | 0.804 | 0.000 | 1.000 | 1.000 | 0.998 | 1.010 | 1.000 | |
5.770 | 1 | 0.016 | 0.154 | 0.994 | 0.986 | 0.860 | 0.961 | 0.992 | |
Employment Knowledge and Skills | 6.062 | 4 | 0.195 | 0.051 | 0.996 | 0.988 | 0.954 | 0.991 | 0.990 |
15.878 | 4 | 0.003 | 0.121 | 0.989 | 0.972 | 0.894 | 0.972 | 0.985 | |
8.988 | 4 | 0.061 | 0.079 | 0.996 | 0.983 | 0.935 | 0.989 | 0.992 | |
Further Education/Training | 10.545 | 2 | 0.005 | 0.145 | 0.981 | 0.975 | 0.873 | 0.942 | 0.976 |
0.006 | 1 | 0.938 | 0.000 | 1.000 | 1.000 | 1.000 | 1.009 | 1.000 | |
9.887 | 1 | 0.002 | 0.211 | 0.986 | 0.976 | 0.765 | 0.915 | 0.984 | |
Functional Communication | 0.708 | 1 | 0.400 | 0.000 | 1.000 | 0.988 | 0.983 | 1.004 | 0.999 |
0.231 | 1 | 0.631 | 0.000 | 1.000 | 0.999 | 0.994 | 1.006 | 1.000 | |
21.379 | 1 | 0.000 | 0.319 | 0.975 | 0.952 | 0.518 | 0.848 | 0.974 | |
Self-Determination | 82.792 | 19 | 0.000 | 0.129 | 0.954 | 0.909 | 0.828 | 0.932 | 0.942 |
46.104 | 17 | 0.000 | 0.092 | 0.983 | 0.948 | 0.891 | 0.972 | 0.974 | |
58.633 | 18 | 0.000 | 0.106 | 0.981 | 0.931 | 0.862 | 0.971 | 0.973 | |
Independent Living | 18.017 | 8 | 0.021 | 0.079 | 0.985 | 0.972 | 0.927 | 0.971 | 0.973 |
19.557 | 7 | 0.007 | 0.094 | 0.986 | 0.968 | 0.905 | 0.970 | 0.979 | |
43.974 | 7 | 0.000 | 0.163 | 0.968 | 0.935 | 0.805 | 0.932 | 0.963 | |
Personal Money Management | 19.532 | 2 | 0.000 | 0.208 | 0.946 | 0.960 | 0.800 | 0.838 | 0.941 |
1.636 | 1 | 0.201 | 0.056 | 0.999 | 0.996 | 0.960 | 0.993 | 0.997 | |
1.903 | 1 | 0.168 | 0.067 | 0.999 | 0.995 | 0.953 | 0.991 | 0.997 | |
Community Involvement and Usage | 11.596 | 7 | 0.115 | 0.057 | 0.994 | 0.981 | 0.944 | 0.986 | 0.984 |
18.660 | 6 | 0.005 | 0.102 | 0.986 | 0.972 | 0.901 | 0.965 | 0.980 | |
17.084 | 7 | 0.017 | 0.085 | 0.991 | 0.974 | 0.923 | 0.981 | 0.985 | |
Leisure Activities | 1.131 | 2 | 0.568 | 0.000 | 1.000 | 0.997 | 0.986 | 1.008 | 0.996 |
6.796 | 2 | 0.033 | 0.109 | 0.993 | 0.983 | 0.917 | 0.979 | 0.990 | |
8.551 | 1 | 0.003 | 0.194 | 0.990 | 0.980 | 0.795 | 0.939 | 0.989 | |
Health | 11.307 | 4 | 0.023 | 0.095 | 0.988 | 0.978 | 0.917 | 0.970 | 0.981 |
7.314 | 3 | 0.063 | 0.084 | 0.995 | 0.986 | 0.930 | 0.984 | 0.992 | |
3.962 | 3 | 0.266 | 0.040 | 0.999 | 0.992 | 0.961 | 0.997 | 0.996 | |
Interpersonal Relationships | 27.836 | 12 | 0.006 | 0.081 | 0.982 | 0.961 | 0.910 | 0.969 | 0.969 |
27.226 | 9 | 0.001 | 0.100 | 0.983 | 0.966 | 0.894 | 0.961 | 0.976 | |
32.032 | 10 | 0.000 | 0.105 | 0.985 | 0.957 | 0.879 | 0.969 | 0.979 |
Sub-Scale | CR | AVE | ||||
---|---|---|---|---|---|---|
Student | Parent | Teacher | Student | Parent | Teacher | |
Career Choice and Planning | 0.85 | 0.87 | 0.92 | 0.67 | 0.71 | 0.78 |
Employment Knowledge and Skills | 0.81 | 0.93 | 0.93 | 0.59 | 0.79 | 0.77 |
Further Education/Training | 0.79 | 0.88 | 0.85 | 0.66 | 0.75 | 0.73 |
Functional Communication | 0.77 | 0.89 | 0.88 | 0.59 | 0.74 | 0.73 |
Self-Determination | 0.92 | 0.95 | 0.96 | 0.67 | 0.75 | 0.81 |
Independent Living | 0.83 | 0.89 | 0.93 | 0.58 | 0.66 | 0.74 |
Personal Money Management | 0.74 | 0.86 | 0.86 | 0.56 | 0.69 | 0.69 |
Community Involvement and Usage | 0.83 | 0.88 | 0.90 | 0.58 | 0.64 | 0.69 |
Leisure Activities | 0.75 | 0.89 | 0.90 | 0.57 | 0.78 | 0.78 |
Health | 0.84 | 0.91 | 0.93 | 0.62 | 0.73 | 0.77 |
Interpersonal Relationships | 0.86 | 0.86 | 0.93 | 0.59 | 0.59 | 0.71 |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Alnahdi, G.H.; Alwadei, A. Validation of the Arabic Version of the Transition Planning Inventory (TPI-AR). Int. J. Environ. Res. Public Health 2023, 20, 1135. https://doi.org/10.3390/ijerph20021135
Alnahdi GH, Alwadei A. Validation of the Arabic Version of the Transition Planning Inventory (TPI-AR). International Journal of Environmental Research and Public Health. 2023; 20(2):1135. https://doi.org/10.3390/ijerph20021135
Chicago/Turabian StyleAlnahdi, Ghaleb H., and Arwa Alwadei. 2023. "Validation of the Arabic Version of the Transition Planning Inventory (TPI-AR)" International Journal of Environmental Research and Public Health 20, no. 2: 1135. https://doi.org/10.3390/ijerph20021135