Development and initial validation of the structured observation of students’ participation in the classroom (SOSPIC) for students with intellectual disabilities

Classroom participation is an important intervention goal for students with intellectual disabilities (ID). Studies have stressed the need for more comprehensive assessment tools specifically targeting school participation. This study describes the development and initial validation of the Structured Observation of Students’ Participation in the Classroom (SOSPiC) scale that assesses three key participation domains identified by the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY): communicating, choosing, and initiating. The SOSPiC was developed in four sequential phases: development of the pilot version, examination of its initial validity and reliability, development of the final version, and examination of its psychometric properties. Two independent samples participated in the development process: 69 students with moderate ID were assessed using the pilot version, and a separate sample of 60 students was assessed using the final version. Factor analysis confirmed the three participation components of Communicating, Choosing, and Initiating. Internal consistency was high (α = .86–.93). Criterion validity against the School Function Assessment test showed moderate correlations (r = .42–.60, p < .01). Test-retest and inter-rater reliability were high (ICC = .87–.96). The findings provide initial evidence of the SOSPiC’s psychometric properties as a measure of classroom participation for students with ID. This scale can thus enable professionals to systematically assess ID student participation and develop targeted, evidence-based interventions to enhance classroom engagement.