Empirically Deriving Cut Scores in the Positive Behavioral Interventions and Supports (PBIS) Tiered Fidelity Inventory (TFI) Through a Bookmarking Process

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL Journal of Positive Behavior Interventions Pub Date : 2024-10-25 DOI:10.1177/10983007241276536
Jerin Kim, Kent McIntosh
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Abstract

We aimed to identify empirically valid cut scores on the positive behavioral interventions and supports (PBIS) Tiered Fidelity Inventory (TFI) through an expert panel process known as bookmarking. The TFI is a measurement tool to evaluate the fidelity of implementation of PBIS. In the bookmark method, experts reviewed all TFI items and item scores by difficulty in order estimated by an item response theory (IRT) model of TFI data. Over two sessions involving data review and discussion, panelists individually identified which corresponding cut scores in each TFI tier scale indicated minimally adequate fidelity in the TFI, leading to corresponding scores of 83.3% for TFI Tier 1, 84.6% for TFI Tier 2, and 82.4% for TFI Tier 3. Then, the proposed cut scores were compared with the original cut scores of 70% for percentage of schools meeting fidelity and the association between the cut scores and school discipline outcomes using an extant sample. The results of descriptive statistics and multiple t-tests suggested that the bookmark cut score in TFI Tier 1 was reachable and more strongly associated with improved school discipline outcomes. Findings for TFI Tier 2 and Tier 3 were less conclusive.
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通过加入书签的方法,以经验为基础得出积极行为干预与支持(PBIS)分层保真度量表(TFI)的切分分数
我们的目标是通过一种被称为 "书签 "的专家小组程序,确定积极行为干预与支持(PBIS)分层忠实度量表(TFI)的经验有效切分分数。TFI 是评估 PBIS 实施忠实度的测量工具。在书签法中,专家们按照 TFI 数据的项目反应理论(IRT)模型估算的难度顺序,审查了所有 TFI 项目和项目分数。通过两次数据审查和讨论,专家小组成员分别确定了 TFI 各级量表中哪些相应的切分分数表明 TFI 的忠实度达到了最低限度,从而得出 TFI 一级的相应分数为 83.3%,TFI 二级为 84.6%,TFI 三级为 82.4%。然后,利用现有样本,将建议的切分分数与最初的切分分数(70%)进行比较,以了解达到保真度的学校百分比以及切分分数与学校纪律结果之间的关联。描述性统计和多重 t 检验的结果表明,TFI 第 1 级中的书签切分分数是可以达到的,而且与学校纪律成果的改善有更密切的联系。而 TFI 第 2 级和第 3 级的结果则不太确定。
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来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
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