Document Type
Article
Language
eng
Publication Date
2015
Publisher
SAGE
Source Publication
Journal of Special Education
Source ISSN
0022-4669
Abstract
The purpose of this study was to use data from the National Longitudinal Transition Study–2 (NLTS2) to (a) conceptually identify and empirically establish student, family, and school constructs; (b) explore the degree to which the constructs can be measured equivalently across disability groups; and (c) examine latent differences (means, variances, and correlations) in the constructs across disability groups. Conceptual analysis of NLTS2 individual survey items yielded 21 student, family, and school constructs, and 16 were empirically supported. Partial strong metric invariance was established across disability groups, and in the latent space, a complex pattern of mean and variance differences across disability groups was found. Disability group moderated the correlational relationships between multiple predictor constructs, suggesting the key role of disability-related characteristics in understanding the experiences of youth with disabilities. Implications for future research and practice are discussed.
Recommended Citation
Shogren, Karrie A. and Garnier-Villarreal, Mauricio, "Developing Student, Family, and School Constructs From NLTS2 Data" (2015). School of Dentistry Faculty Research and Publications. 259.
https://epublications.marquette.edu/dentistry_fac/259
Comments
Accepted version. Journal of Special Education, Vol. 49, No. 2 (2015): 89-103. DOI.© 2015 SAGE Publications. Used with permission.