Abstract

The present study investigated evidence of the construct validity of scores from the Scales for Assessing Emotional Disturbance Rating Scale (SAED-3 RS), which is designed to help identify emotional disturbance (ED) as defined by U.S. law and regulations. The purpose of this research was to evaluate the degree to which SAED-3 RS scores differed between students with school-identified ED, students with school-identified learning disabilities (LD), and students without disabilities. The sample consisted of 2,193 K-12 students from throughout the U.S. The findings supported three hypotheses related to evidence of construct validity: (1) students with ED would differ from students without disabilities on all five dimensions of the SAED-3 RS; (2) students with ED would differ from students with LD on all dimensions of the SAED-3 RS except for the Inability to Learn dimensions; and (3) students with LD would differ from students without disabilities on all five dimensions of the SAED-3 RS, but that these differences would be smaller than the differences between students with ED and students without disabilities. Implications for practice and directions for future research are also discussed.

摘要

本研究调查了情绪障碍评定量表 (SAED-3 RS) 评分结构有效性的证据，该量表旨在帮助识别美国法律法规定义的情绪障碍 (ED)。本研究的目的是评估学校认定的 ED 学生、学校认定的学习障碍 (LD) 学生和非残疾学生之间 SAED-3 RS 分数的差异程度。样本由来自美国各地的 2,193 名 K-12 学生组成。调查结果支持与结构效度证据相关的三个假设：(1) 有 ED 的学生在 SAED-3 RS 的所有五个维度上都与没有残疾的学生不同；(2) 除无法学习维度外，ED 学生与 LD 学生在 SAED-3 RS 的所有维度上均有所不同；(3) 患有 LD 的学生在 SAED-3 RS 的所有五个维度上都不同于非残疾学生，但这些差异将小于患有 ED 的学生和非残疾学生之间的差异。还讨论了对实践和未来研究方向的影响。