The Development of the “Checklist for Life Skills Educational Assessment” (CLSEA)
Bibliographic Data
| ID | 22047811 |
|---|---|
| Authors | Andriana Vlachou (0000-0002-1539-6269, National and Kapodistrian University of Athens, corresponding author), Anastasia Vlachou (National and Kapodistrian University of Athens), Panayiota Stavroussi (University of Thessaly), Eleni Andreou (0000-0002-5692-9017, University of Thessaly), Anastasia Toulia (0000-0001-5544-9954, University of Thessaly) |
| Year | 2025 |
| Volume | 15 |
| Issue | 5 |
| Pages | 556 |
| Publication date | 2025-04-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15050556 |
| OpenAlex | W4410034114 |
| Language | EN |
| Citations received | 1 |
| References cited | 28 |
Students with developmental disabilities constitute a heterogeneous group with significant difficulties in adaptive behavior. It is expected that educational programs are equipped with the appropriate resources to support students and promote their skills related to adaptive behavior, such as life skills. A critical issue for the development and implementation of appropriate educational interventions in the domain of life skills is the availability and use of reliable yet inclusive assessment procedures. The present study focused on the development of a new instrument (Checklist for Life Skills Educational Assessment—CLSEA), which aims at a systematic assessment of the life skills of a student with a developmental disability and the determination of individual life skill profiles. The checklist was completed by the teachers of 339 students with developmental disabilities aged 7 to 18 years. The procedure and the main steps of the instrument’s construction are presented along with the results of validation analyses. The checklist includes three sections corresponding to main fields of functioning: a. daily living skills; b. personal–social skills; and c. prevocational–vocational skills. Exploratory factor analysis was conducted for each section separately, and the results indicated a number of interpretable factors with satisfactory reliability. Current perspectives on the characteristics and purposes of quality assessment procedures in the context of designing appropriate inclusive interventions for enhancing students’ skills are discussed
Checklist · Cognitive psychology · Educational assessment · Mathematics education · Medical education · Pedagogy · Computer Science · Early Childhood Education and Development · Education Systems and Policy · Medicine · Psychology · Youth Development and Social Support
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Perspectives of youth in foster care on essential ingredients for promoting self-determination and successful transition to adult life
Life-skills knowledge
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |