101. Using cognitive interviewing for test items to assess physical function in children with cerebral palsy
- Author
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Kyle Watson, Nathalie Bilodeau, Helene M. Dumas, Mary Jane Mulcahey, Carole A. Tucker, Kathleen Montpetit, Stephen M. Haley, George E. Gorton, and Maria A. Fragala-Pinkham
- Subjects
Male ,Activities of daily living ,Psychometrics ,Adolescent ,Cerebral Palsy ,Physical Therapy, Sports Therapy and Rehabilitation ,Context (language use) ,behavioral disciplines and activities ,Severity of Illness Index ,Test (assessment) ,Developmental psychology ,Comprehension ,Interviews as Topic ,Disability Evaluation ,Cognition ,Pediatrics, Perinatology and Child Health ,Humans ,Female ,Computerized adaptive testing ,Cognitive interview ,Psychology ,Attribution ,Child ,Clinical psychology - Abstract
PURPOSE The purpose of this study was to assess the content, format, and comprehension of test items and responses developed for use in a computer adaptive test (CAT) of physical function for children with cerebral palsy (CP). METHODS After training in cognitive interviewing techniques, investigators defined item intent and developed questions for each item. Parents of children with CP (n = 27) participated in interviews probing item meaning, item wording, and response choice adequacy and appropriateness. RESULTS Qualitative analysis identified 3 themes: item clarity; relevance, context, and attribution; and problems with wording or tone. Parents reported the importance of delineating task components, assistance amount, and environmental context. CONCLUSION Cognitive interviewing provided valuable information about the validity of new items and insight to improve relevance and context. We believe that the development of CATs in pediatric rehabilitation may ultimately reduce the impact of the issues identified.
- Published
- 2008