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undergraduate thesis: Reliability and validity of the Chinese version of the FOCUS, an outcome measure for preschool children with speech, language and communication disorders
Title | Reliability and validity of the Chinese version of the FOCUS, an outcome measure for preschool children with speech, language and communication disorders |
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Authors | |
Issue Date | 2017 |
Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
Citation | Ho, S. K. [何雪珍]. (2017). Reliability and validity of the Chinese version of the FOCUS, an outcome measure for preschool children with speech, language and communication disorders. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. |
Abstract | Purpose: This study aimed to examine the validity and reliability of the Chinese version of
Focus on the Outcomes of Communication Under Six (FOCUS-C; Thomas-Stonell, Oddson,
Robertson & Rosenbaum, 2010) in the Hong Kong Chinese population.
Method: Eleven children participated in the present study. Their parents, speech therapists
were invited to complete FOCUS-C and/or the Chinese version of Assessment of Preschool
Children’s Participation in the first treatment session, five days after that, and the last
treatment session. Fifty-five percent (6/11) of the children were also observed and rated with
FOCUS-C by a student clinician attended.
Results: The FOCUS-C showed high inter-rater reliability, strong test-retest reliability and
excellent Cronbach’s alpha. The total scores of FOCUS-C and the diversity score of APCP-C
demonstrated significant correlation at the end of treatment, but not at the start of treatment.
No significant correlation was found between total scores of FOCUS-C and the intensity
score of the area of social activities. Parents and speech therapists rarely showed complete
agreement when rating FOCUS-C.
Conclusion: The small scale study reported here indicates some initial support for the use of
FOCUS-C as an outcome measure tool in Hong Kong’s preschool population. Further studies
done with a larger and more diverse sample of preschool children are needed to explore the
psychometric properties of FOCUS-C.
|
Degree | Bachelor of Science in Speech and Hearing Sciences |
Subject | Language disorders in children - Diagnosis Speech disorders in children - Diagnosis Communicative disorders in children - Diagnosis |
Dept/Program | Speech and Hearing Sciences |
Persistent Identifier | http://hdl.handle.net/10722/272616 |
DC Field | Value | Language |
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dc.contributor.author | Ho, Suet-chun, Kimberley | - |
dc.contributor.author | 何雪珍 | - |
dc.date.accessioned | 2019-08-01T13:51:46Z | - |
dc.date.available | 2019-08-01T13:51:46Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | Ho, S. K. [何雪珍]. (2017). Reliability and validity of the Chinese version of the FOCUS, an outcome measure for preschool children with speech, language and communication disorders. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. | - |
dc.identifier.uri | http://hdl.handle.net/10722/272616 | - |
dc.description.abstract | Purpose: This study aimed to examine the validity and reliability of the Chinese version of Focus on the Outcomes of Communication Under Six (FOCUS-C; Thomas-Stonell, Oddson, Robertson & Rosenbaum, 2010) in the Hong Kong Chinese population. Method: Eleven children participated in the present study. Their parents, speech therapists were invited to complete FOCUS-C and/or the Chinese version of Assessment of Preschool Children’s Participation in the first treatment session, five days after that, and the last treatment session. Fifty-five percent (6/11) of the children were also observed and rated with FOCUS-C by a student clinician attended. Results: The FOCUS-C showed high inter-rater reliability, strong test-retest reliability and excellent Cronbach’s alpha. The total scores of FOCUS-C and the diversity score of APCP-C demonstrated significant correlation at the end of treatment, but not at the start of treatment. No significant correlation was found between total scores of FOCUS-C and the intensity score of the area of social activities. Parents and speech therapists rarely showed complete agreement when rating FOCUS-C. Conclusion: The small scale study reported here indicates some initial support for the use of FOCUS-C as an outcome measure tool in Hong Kong’s preschool population. Further studies done with a larger and more diverse sample of preschool children are needed to explore the psychometric properties of FOCUS-C. | - |
dc.language | eng | - |
dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject.lcsh | Language disorders in children - Diagnosis | - |
dc.subject.lcsh | Speech disorders in children - Diagnosis | - |
dc.subject.lcsh | Communicative disorders in children - Diagnosis | - |
dc.title | Reliability and validity of the Chinese version of the FOCUS, an outcome measure for preschool children with speech, language and communication disorders | - |
dc.type | UG_Thesis | - |
dc.description.thesisname | Bachelor of Science in Speech and Hearing Sciences | - |
dc.description.thesislevel | Bachelor | - |
dc.description.thesisdiscipline | Speech and Hearing Sciences | - |
dc.description.nature | published_or_final_version | - |
dc.date.hkucongregation | 2017 | - |
dc.identifier.mmsid | 991044112771603414 | - |