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Kittelman, Angus; Mercer, Sterett H.; McIntosh, Kent; Nese, Rhonda N. T. – Grantee Submission, 2021
To identify the most effective strategies for implementing and sustaining Tier 2 and 3 behavior support systems, a measure of general and tier-specific factors hypothesized to predict sustained implementation is needed. To address this need, we conducted two studies examining the construct validity of the "Advanced Level Tier Interventions…
Descriptors: Positive Behavior Supports, Measures (Individuals), Test Construction, Construct Validity
Ward, Caryn S.; Harms, Anna L.; St. Martin, Kim; Cusumano, Dale; Russell, Christine; Horner, Robert H. – Journal of Positive Behavior Interventions, 2022
The purpose of this article is to describe the methods and results used to establish the district capacity assessment's (DCA) content validity, response process validity, construct validity, internal consistency, and test-retest reliability. The DCA measures a district's ability to support school-level implementation of evidence-based practices…
Descriptors: School Districts, Self Evaluation (Groups), Test Validity, Test Reliability
Sfakianaki, Eleni; Kaiseroglou, Nikolaos; Kakouris, Andreas – Quality Assurance in Education: An International Perspective, 2023
Purpose: Primary education (PE) forms the foundation of high-quality education systems, but it is often underestimated. This paper aims to develop and empirically validate a measurement instrument to study the current stage of total quality management (TQM) implementation in PE. Design/methodology/approach: This study developed a seven-dimensional…
Descriptors: Quality Assurance, Total Quality Management, Primary Education, Measures (Individuals)
Rawn Boulden; Emily Goodman-Scott – Professional School Counseling, 2024
The purpose of this study was to develop and validate the School Counselor 504 Activities Scale, a practical tool to assess how often school counselors engage in various ASCA recommended and non-recommended duties. Utilizing a sample of 379 practicing school counselors, this process resulted in two subscales: (a) Collaboration, Advocacy, and…
Descriptors: School Counseling, School Counselors, Advocacy, Federal Legislation
Sarah E. Walters – ProQuest LLC, 2021
In 2008, Winston et al. published "An Instrument to Measure the Impact of Hope in Strategic Plan Implementation." Snyder (2000) suggested that hope is the only factor that influences positive outcomes related to employee expectations. Other theories, such as expectancy theory, value chain theory, and faith, were thought to influence…
Descriptors: Test Validity, Measures (Individuals), Psychological Patterns, Strategic Planning
Al-Motlaq, Mohammad A.; Abuidhail, Jamila; Salameh, Taghreed; Awwad, Wesam – Early Child Development and Care, 2017
Objective: To develop an instrument to study family-centred care (FCC) in traditional open bay Neonatal Intensive Care Units (NICUs). Methods: The development process involved constructing instrument's items, establishing content validity by an expert panel and testing the instrument for validity and reliability with a convenience sample of 25…
Descriptors: Foreign Countries, Neonates, Medical Services, Program Implementation
Massar, Michelle M.; McIntosh, Kent; Mercer, Sterett H. – Remedial and Special Education, 2019
Assessing fidelity of implementation of school-based interventions is a critical factor in successful implementation and sustainability. The Tiered Fidelity Inventory (TFI) was developed as a comprehensive measure of all three tiers of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) and is intended to measure the extent to…
Descriptors: Fidelity, Intervention, Program Implementation, Positive Behavior Supports
McIntosh, Kent; Massar, Michelle M.; Algozzine, Robert F.; George, Heather Peshak; Horner, Robert H.; Lewis, Timothy J.; Swain-Bradway, Jessica – Journal of Positive Behavior Interventions, 2017
Full and durable implementation of school-based interventions is supported by regular evaluation of fidelity of implementation. Multiple assessments have been developed to evaluate the extent to which schools are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The "SWPBIS Tiered Fidelity…
Descriptors: Positive Behavior Supports, Fidelity, Program Implementation, Program Evaluation
Splett, Joni W.; Perales, Kelly; Al-Khatib, Amira M.; Raborn, Anthony; Weist, Mark D. – School Psychology, 2020
As schools increasingly implement multitiered systems of support, there is a pressing need to develop psychometrically sound implementation fidelity measures. The interconnected systems framework (ISF) is a multitiered model blending systems of positive behavioral interventions and supports with promotion, prevention, and intervention strategies…
Descriptors: Test Construction, Test Validity, Positive Behavior Supports, Fidelity
Chen, Yen T.; Barcelona, Jeanne M.; Cance, Jessica Duncan; Calvert, Hannah G.; Barnes, Seraphine Pitt; Wargo, Jane; Castelli, Darla M. – Research Quarterly for Exercise and Sport, 2020
Purpose: Fitness education is essential for children's health, but determining the effectiveness of instruction related to health-related fitness is difficult. The present study developed and confirmed the validity of a 20-item scale, adapted from the School Health Index (Centers for Diseases Control and Prevention [CDC], 2014), to evaluate the…
Descriptors: Physical Education, Physical Fitness, Measures (Individuals), Test Construction
Scheuermann, Brenda; Turner, M. R. – Center on Positive Behavioral Interventions and Supports, 2020
Compared to typical schools, implementation of Positive Behavioral Interventions and Supports (PBIS) remains in its early stages with juvenile justice and alternative education settings, whether residential or day programs. As interest and support grows for implementation within juvenile justice and alternative education settings, the creation of…
Descriptors: Positive Behavior Supports, Program Implementation, Juvenile Justice, Nontraditional Education
Vibert, Bethany A.; Dufek, Sarah; Klein, Claire B.; Choi, Yeo Bi; Winter, Jamie; Lord, Catherine; Kim, So Hyun – Journal of Autism and Developmental Disorders, 2020
This study aimed to provide initial validity and reliability of the "Measure of NDBI Strategy Implementation-Caregiver Change" ("MONSI-CC"), a novel measure that captures changes in caregivers' implementation of NDBI strategies during early intervention. The MONSI-CC was applied to 119 observations of 43 caregiver-child dyads…
Descriptors: Child Caregivers, Autism, Pervasive Developmental Disorders, Test Validity
Gregg, Abbey; Chen, Li-Wu; Kim, Jungyoon; Tak, Hyo Jung; Tibbits, Melissa – Journal of School Nursing, 2019
School-based health centers (SBHCs) have been suggested as potential medical homes, yet minimal attention has been paid to measuring their patient-centered medical home (PCMH) implementation. The purposes of this article were to (1) develop an index to measure PCMH attributes in SBHCs, (2) use the SBHC PCMH Index to compare PCMH capacity between…
Descriptors: School Health Services, Primary Health Care, Adolescents, Measures (Individuals)
Khoury, Caitlin Rasplica; McIntosh, Kent; Hoselton, Robert – Remedial and Special Education, 2019
Fidelity of implementation of school practices is crucial to student outcomes. Several types of tools, including self-assessments, are available for measuring fidelity, but little is known regarding the relation of self-assessments of fidelity to fidelity instruments completed with the support of external experts, specifically, during the first…
Descriptors: Validity, Fidelity, Program Implementation, Self Evaluation (Individuals)
Bliss, Cara Marcinek; Wanless, Shannon Beth – Journal of Educational Change, 2018
This paper describes development and piloting of a self-report measure of teachers' readiness to implement evidence-based programs. Using mixed methods, this project proceeded in two phases. In the first phase, a program-independent self-report measure of readiness to implement was developed and piloted with N = 53 teachers. Results of…
Descriptors: Career Readiness, Program Implementation, Self Disclosure (Individuals), Teacher Attitudes