RESUMO
OBJECTIVE: Using a multi-trait-multi-method technique, self-concept was analysed as a function of chronological age in children with mild intellectual disabilities. Also, relations between reading achievement and self-concept were measured. METHODS: Participants were assessed on the Woodcock Reading Mastery Test-Revised, the Pictorial Scale of Perceived Competence and Social Acceptance and the Self-Description Questionnaire I--Individual Administration. RESULTS: A median split was run to divide participants into younger and older groups; older participants evidenced coefficients that revealed more multidimensionality, stability and discriminant validity. Also, a significant canonical correlation was found between the Harter Pictorial Scale at Time 1 and WRMT-R at Time 2, chi(2)(8) = 17.99, r = 0.62, p = 0.02. CONCLUSION: As a whole, these results suggest that children with intellectual disabilities evince self-concept development similar to what would be expected in typically-developing children.
