title: Self-concept development and measurement in children with mild intellectual disabilities.
abstract: OBJECTIVE
  Using a multi-trait-multi-method technique, self-concept was analysed as a function of chronological age in children with mild intellectual disabilities. Also, relations between reading achievement and self-concept were measured.
  
  
  METHODS
  Participants were assessed on the Woodcock Reading Mastery Test-Revised, the Pictorial Scale of Perceived Competence and Social Acceptance and the Self-Description Questionnaire I--Individual Administration.
  
  
  RESULTS
  A median split was run to divide participants into younger and older groups; older participants evidenced coefficients that revealed more multidimensionality, stability and discriminant validity. Also, a significant canonical correlation was found between the Harter Pictorial Scale at Time 1 and WRMT-R at Time 2, chi(2)(8) = 17.99, r = 0.62, p = 0.02.
  
  
  CONCLUSIONS
  As a whole, these results suggest that children with intellectual disabilities evince self-concept development similar to what would be expected in typically-developing children.
authors.affiliation: Psychology, Georgia State University, Atlanta, GA 30302, USA.
authors.forename: Dana
authors.initials: D
authors.lastname: Donohue
authors.forename: Justin C
authors.initials: JC
authors.lastname: Wise
authors.forename: Maryann
authors.initials: M
authors.lastname: Romski
authors.forename: Christopher C
authors.initials: CC
authors.lastname: Henrich
authors.forename: Rose Ann
authors.initials: RA
authors.lastname: Sevcik
mesh_terms: D000293:Adolescent; D000367:Age Factors; D002648:Child; D002657:Child Development; D003210:Concept Formation; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology*; D008297:Male; D009483:Neuropsychological Tests; D011932:Reading; D012649:Self Concept; D012720:Severity of Illness Index; D011795:Surveys and Questionnaires