DEVELOPMENT OF THE SOCIO-EMOTIONAL BEHAVIOUR FACTOR OF THE TOOL FOR MEASURING ACQUIRED SKILLS (ToMAS)

Abstract

The present study attempted to develop the socio-emotional behaviour factor of the Tool for Measuring Acquired Skills (ToMAS). Conducted in its initial phase, items for the socio-emotional behaviour factor were formulated based on existing literature, focus group discussions with peers and actual experiences with children of various types. These items were then pilot tested with 89 children ( 33 regular and 56 children with disabilities) from Bulacan, Caloocan and Obando. Regardless of regional classification, mean scores and standard deviation values obtained from both regular children ( M: 10.18; SD 10.07) and children with disabilities (M: 12.45; SD 9.98) reveal more homogeneity in the composition of both groups. This may account for the good validity indices obtained using the contrasted group method (t – test: 2.48; 3.24). To determine the reliability of ToMAS, specifically the socioemotional behaviour factor, 2 special education teachers and one psychologist were asked to rate the children with disabilities using the ToMAS. Using chi square, results reveal poor reliability indices which may actually be due to the limited number of items and the small number of participants. Nonetheless, index of item discrimination was computed to identify items that can still be included in the preliminary form. Out of the 27 items for the socio-emotional behaviour factor, 7 good and 12 very good items were identified. Overall, it can be surmised that the Tool for Measuring Acquired Skills (ToMAS), specifically the socio-emotional behaviour factor, in its initial phase, is a valid instrument. The researchers, likewise, were able to identify a total 19 items that can be used for the preliminary form with the hope that it will produce improved psychometric indices.