Self-concept development and measurement in children with mild intellectual disabilities.
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.
Donohue
Dana
D
Psychology, Georgia State University, Atlanta, GA 30302, USA.
Wise
Justin C
JC
Romski
Maryann
M
Henrich
Christopher C
CC
Sevcik
Rose Ann
RA
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