Development of the Preschool Life Impact Burn Recovery Evaluation (PS-LIBRE1-5) Profile

• Published in: Journal of burn care & research 2024-01, Vol.45 (1), p.136-144
• Main Authors: Patel, Khushbu F, Ni, Pengsheng, Surette, Kate E, Rencken, Camerin A, Rodríguez-Mercedes, Silvanys L, McGwin, Madeleine B, Fabia, Renata, Tully, Carrie, Warner, Petra, Romanowski, Kathleen S, Palmieri, Tina, Stoddard, Frederick J, Schneider, Jeffrey C, Kazis, Lewis E, Ryan, Colleen M
• Format: Article
• Language: English
• Subjects: Burns - psychology; Child; Child, Preschool; Educational Status; Humans; Infant; Interpersonal Relations; Psychometrics; Quality of Life; Social Behavior; Surveys and Questionnaires; Survivors - psychology
• ISSN: 1559-047X; 1559-0488
• DOI: 10.1093/jbcr/irad136

Abstract Physical, social, and psychological outcomes have been identified as relevant to the rehabilitation process of children with burn injuries. Existing legacy measures are limited in item content and only cover a few constructs. Condition-specific outcomes are highly relevant to gauge early growth and development. Computerized adaptive tests (CATs) leveraging advanced psychometric technologies minimize respondent burden. This project developed PS-LIBRE1–5 Profile CAT (Preschool Life Impact Burn Recovery Evaluation) to measure relevant postburn outcomes in children aged one to five. Responses to the field-tested PS-LIBRE1–5 Profile (188 items) were measured on a scale of frequency or ability. Scores were coded from 0 to 4 where higher scores reflected better functioning. Factor analysis identified the items retained in the final item bank of each scale. CAT simulations were conducted to estimate the mean score of each scale. The simulated CAT score and full item bank scores were compared based upon the score range, ceiling and floor effects, and marginal reliabilities. The child mean age was 3.0 ± 1.5 years (n = 500). Average burn size and time since burn injury were 4.2% TBSA and 1.1 years, respectively. Psychometric analysis resulted in eight scales: Physical, Communication and Language, Emotional Wellbeing, Mood, Anxiety, Peer Acceptance, Play, and Peer Relations. Ceiling effects were acceptable at