# of studies reporting psychometric properties: 2
Interpretability
MCID: not established in SCI
SEM: not established in SCI
MDC: not established in SCI
- Scores for each scale provide an assessment of where education time should be allocated when creating a sexual education program.
- No normative data have been established for the SCI population.
- Published data for the SCI population is available for comparison (see Interpretability section of Study Details sheet).
Reliability
Internal consistency is High for the total KCAASS (Cronbach’s a = 0.962) and the KCAASS subscales – knowledge (Cronbach’s a = 0.926-0.929), Comfort (Cronbach’s a = 0.972-0.977), Approach (Cronbach’s a = 0.835-0.865); Low to High for the KCAASS subscale Attitude (Cronbach’s a = 0.641-0.802); and Moderate to High for the KCAASS subscales Attitude (Cronbach’s a = 0.852), Knowledge (Cronbach’s a = 0.785), Comfort (Cronbach’s a = 0.966) and Approach (Cronbach’s a = 0.905).
(Kendall et al. 2003; Fronek et al. 2005; Rahman et al. 2016)
Validity
- Low correlation between KCAASS attitude subscale and total:
Attitude-total: r = 0.297
(Kendall et al. 2003)
- Moderate to High correlation between KCAASS knowledge, comfort, approach subscale and total:
Comfort-total: r = 0.938
Knowledge-total: r = 0.757
Approach- total: r = 0.676
(Kendall et al. 2003)
- Moderate correlation between four KCAASS factors:
Communalities value > 0.30 (range: 0.316-0.843)
(Rahman et al. 2016)
Responsiveness
Pre and Post education subscale scores (knowledge, comfort, approach, and attitude) all showed significant change at P<.001.
(Fronek et al. 2005)
Floor/Ceiling Effect
No values were reported for the presence of floor/ceiling effects in the KCAASS for the SCI population.
Reviewer
Dr. Ben Mortenson, Jeremy Mak, Risa Fox
Date Last Updated
22 August 2020
