This tool has received the Measurement Tools Rating of
B – Psychometrics Demonstrated based on the published, peer-reviewed research available. The tool must have 2 or more published, peer-reviewed studies that have established the measure’s psychometrics (e.g., reliability and validity, sensitivity and specificity, etc.). Please see the
Measurement Tools Rating Scale for more information.
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All Research Articles
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Augsberger, A., Zeitlin, W., Rao, T., Weisberg, D., & Toraif, N. (2021). Examining a child welfare parenting intervention for parents with intellectual disabilities. Research on Social Work Practice, 31(1), 65–74. https://doi.org/10.1177/1049731520958489
Participants: N=133 parents enrolled in the Project IMPACT prevention program for parents with intellectual disabilities (ID), 89% of whom had previous child protective services involvement.
Sample / Population:
- Race/Ethnicity — 47% Black, Non-Hispanic, 40% Hispanic, and 13% White, Non-Hispanic
Summary:
This study reported the reliability of the Skills Assessment for Parents with Intellectual Disability (SAPID), an observational instrument completed to assess parents with ID with child welfare involvement. Parenting skills were measured by the clients’ social worker primarily through observing whether parents were able to demonstrate up to 113 behaviors associated with skills needed for safe parenting (e.g., knowing when and how to contact a doctor, recognizing and knowing how to decrease a child’s negative behavior) across three subscales: Parent–Child Interactions, Daily Life Skills, and Overall Safety. At baseline, coefficient α for the Parent–Child Interactions subscale was .81; for Daily Life Skills, it was .68; and for Overall Safety, it was .66.
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Zeitlin, W., Augsberger, A., Rao, T., Weisberg, D., & Toraif, N. (2021). Measuring parenting skills: Validating the skills assessment for parents with intellectual disability. Journal of Evidence-Based Social Work, 18(2), 235–248. https://doi.org/10.1080/26408066.2020.1830909
Participants: N=133 parents enrolled in the Project IMPACT prevention program for parents with intellectual disabilities (ID), 89% of whom had previous child protective services involvement.
Sample / Population:
- Race/Ethnicity — 47% Black, Non-Hispanic, 40% Hispanic, and 13% White, Non-Hispanic
Summary:
This study examined the validity of the Skills Assessment for Parents with Intellectual Disability (SAPID), an observational instrument completed to assess parents with ID with child welfare involvement. The SAPID assessed clients’ parenting skills at four time points: at intake, when a skill was learned, at discharge, and three months post-discharge. Confirmatory factor analysis (CFA) was conducted to understand the validity of the SAPID. Predictive validity was assessed by examining change over time with two outcomes: out-of-home placement (measured using administrative data) and program completion. Results indicate that the SAPID consisted of three latent constructs: daily life skills, parent–child interaction, and overall safety. Parenting skills across all domains significantly improved for families remaining intact and those completing the program. High factor loadings in the CFA combined with small standard errors, which ranged from 0.05 to 0.08 for observed variables across all latent constructs are indicative of convergent validity. Additionally, the covariances between each of the latent constructs indicate the independence of one from the other, indicative of discriminant validity between the subscales.
