Development and Content Validation of the Transition Readiness Inventory Item Pool for Adolescent and Young Adult Survivors of Childhood Cancer

Lisa A. Schwartz, Jessica L. Hamilton, Lauren D. Brumley, Lamia P. Barakat, Janet A. Deatrick, Dava E. Szalda, Katherine B. Bevans, Carole A. Tucker, Lauren C. Daniel, Eliana Butler, Anne E. Kazak, Wendy L. Hobbie, Jill P. Ginsberg, Alexandra M. Psihogios, Elizabeth Ver Hoeve, Lisa K. Tuchman

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

Objective The development of the Transition Readiness Inventory (TRI) item pool for adolescent and young adult childhood cancer survivors is described, aiming to both advance transition research and provide an example of the application of NIH Patient Reported Outcomes Information System methods. Methods Using rigorous measurement development methods including mixed methods, patient and parent versions of the TRI item pool were created based on the Social-ecological Model of Adolescent and young adult Readiness for Transition (SMART). Results Each stage informed development and refinement of the item pool. Content validity ratings and cognitive interviews resulted in 81 content valid items for the patient version and 85 items for the parent version. Conclusions TRI represents the first multi-informant, rigorously developed transition readiness item pool that comprehensively measures the social-ecological components of transition readiness. Discussion includes clinical implications, the application of TRI and the methods to develop the item pool to other populations, and next steps for further validation and refinement.

Original languageEnglish (US)
Pages (from-to)983-994
Number of pages12
JournalJournal of Pediatric Psychology
Volume42
Issue number9
DOIs
StatePublished - Oct 1 2017
Externally publishedYes

Keywords

  • adolescence
  • assessment
  • cancer
  • chronic illness
  • transition readiness

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology

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