Measuring Potential: Psychometric Evaluation of the Performance Skills Questionnaire for Turkish Children with Neurodevelopmental Disabilities

ABSTRACT Background Due to the limited availability of validated assessment tools for evaluating performance skills in children with developmental disabilities, this study investigated the psychometric properties of the Performance Skills Questionnaire (PSQ). Methods This cross‐sectional study involved parents of children with and without developmental disabilities to evaluate the instrument's psychometric properties. The translation and adaptation process followed international guidelines. Exploratory and confirmatory factor analyses (EFA/CFA) were conducted with children with developmental disabilities for construct validity. Known‐group validity was assessed by comparing PSQ scores between children with developmental disabilities and typically developing children. Root mean square error of approximation (RMSEA), comparative fit index and Tucker–Lewis index were used. Cronbach's alpha ( α ) and intraclass correlation coefficient (ICC) were used to assess internal consistency and test–retest reliability. Results The study included 178 children; the mean age was 12.29 ± 3.63 years for those with developmental disabilities and 11.79 ± 3.45 years for typically developing peers. EFA supported both three‐factor and five‐factor structures. CFA demonstrated acceptable model fit (RMSEA = 0.084). PSQ scores differed significantly between children with developmental disabilities and typically developing children ( p < 0.05). All subdomains showed excellent internal consistency in both models ( α = 0.916–0.968) except for communication skills in the five‐factor model ( α = 0.861). Test–retest reliability was excellent across all subdomains in both models (ICC = 0.922–0.956), except for the communication skills‐2 subdomain in the five‐factor model (ICC = 0.861). Conclusion The findings indicate that PSQ is a valid and reliable instrument for assessing performance skills in Turkish children with developmental disabilities. Although both factor structures were supported, the five‐factor model may offer additional advantages for a more detailed evaluation of performance skills and for exploring alternative conceptual perspectives.