Zanesljivost med ocenjevalci za slovenski prevod ocenjevalnega instrumenta za oceno pripravljenosti na pisanje in pripravljenost na pisanje v skupini otrok s cerebralno paralizo
Inter-rater reliability for slovene translation of the writing readiness inventory tool in context and writing readiness in a group of children with cerebral palsy

slovenian

2023

volume 22, issue 1

inter-rater reliability   WRITIC   Writing Readiness Inventory Tool in Context

Univerzitetni rehabilitacijski inštitut RS – Soča
(Obvezni izvod spletne publikacije)

Background: Writing Readiness Inventory Tool in Context (WRITIC) is a standardised, valid and reliable assessment instrument for typically developing pre-school children. We wanted to check inter-rater reliability (IRR) of the Slovene translation and evaluate writing readiness in a group of children with cerebral palsy (CP). Methods: The IRR study was performed by three WRITIC-licensed occupational therapists, who evaluated 30 videos of children with various diagnoses without knowing the children’s identity. IRR was assessed using Intraclass Correlation Coefficient (ICC). Differences in average scores among raters were analysed using one-way repeated-measures ANOVA. Writing readiness in a group of children with cerebral palsy (CP) (mean age 8 years) from all GMFCS levels (N by levels from I. to V.: 16/5/3/5/1). For these data we calculated descriptive statistics. Results: IRR was absolute in the subscales »Child« and »Environment« (ICC = 1.00), while for »Task performance« it was slightly lower, but still appropriate (ICC = 0.85). IRR for »Performance Intensity« was slightly under the limit of being appropriate (ICC = 0.79). The mean »Task performance« and »Performance Intensity« scores clearly decrease with higher GMFCS levels. The majority of children with CP were not ready for writing. Conclusion: IRR was high enough to prove the reliability of the Slovene translation of the WRITIC. The high consistency between evaluators is important to ensure relevant and reliable information on writing readiness of pre-school children for therapists, parents and teachers. The majority of children with CP were not able to develop sufficient writing skills long after they had entered the school program.

08.04.2024