The construct validity of the Arabic version of the Chedoke-Mcmaster attitudes towards children with handicaps scale

Abstract

This study aimed to examine the construct validity of the Arabic version of the Chedoke-McMaster Attitudes towards Children with Handicaps (CATCH) scale in elementary school students. Data were collected from 672 elementary school students (357 boys and 315 girls). The included students ranged in age from 8 to 14 years. A statistical analysis was conducted using the following methods: confirmatory factor analysis, exploratory factor analysis, Rasch modeling, and internal consistency analysis. A good reliability coefficient was obtained for the scale. Confirmatory factor analysis indicated that the observed data failed to fit the hypothesized three-factor structure of the scale. However, the indices had a good fit after the negatively phrased items were excluded from the model. Confirmatory factor analysis did not support the construct validity of the 36-item Arabic version of the CATCH scale in elementary school students. The proposed 18-item Arabic version of the scale should be retested with different samples to confirm this study’s findings.

Keywords:

• confirmatory factor analysis
• attitudes
• Arabic
• Saudi Arabia
• CATCH
• children with disabilities
• rsach analysis

PUBLIC INTEREST STATEMENT

The Chedoke-Mcmaster Attitudes Towards Children with Handicaps Scale (CATCH) scale was originally developed in English language. This study aims to make sure that the translated version of the scale is suitable to be used. The information from this study will help to reach a valid Arabic version of the scale that can be used to measure children attitudes towards peers with disability in the Arab world.

Additional information

Funding

This work was supported by the Prince Sattam bin Abdulaziz University.

Notes on contributors

Ghaleb Hamad Alnahdi

Ghaleb H Alnahdi is an associate professor in special education at Prince Sattam University. He earned his Ph.D. in Special Education from Ohio University. He also holds a master’s degree in research and evaluation from Ohio University (2012) and another, in special education, from King Saud University (2007). His research focuses on intellectual disability, inclusive education, cross-cultural validation of scales, and teacher preparation. He is involved in several research projects with different research groups at the national and international levels.