Development and Technical Adequacy of the District Capacity Assessment

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL Journal of Positive Behavior Interventions Pub Date : 2021-02-08 DOI:10.1177/1098300721990911
C. Ward, A. Harms, Kimberly St. Martin, D. Cusumano, C. Russell, R. Horner
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引用次数: 4

Abstract

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 (EBPs). Assessment results are then used to guide action planning. The DCA is grounded in the understanding that districts must develop knowledge and skills in the use of implementation science methods if they are to support successful use of an innovation. Specifically, three studies were conducted. The first study established the DCA’s content validity, that is, the extent to which the DCA represents constructs comprising district-level implementation capacity. The second study established the DCA’s internal structure, or the relationships among the items compared to the constructs being measured and how well the items measured the same construct. The third and final study assessed how the results of the DCA varied over time, thus establishing the instrument’s test–retest reliability. District Implementation Teams, researchers, or facilitators who use the DCA can be confident that the assessment is founded on research drawing from implementation science practices and methods.
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区域能力评估的发展和技术充分性
本文的目的是描述建立地区能力评估(DCA)的内容效度、反应过程效度、结构效度、内部一致性和重测信度的方法和结果。DCA衡量的是一个地区支持学校层面实施循证实践(ebp)的能力。评估结果随后用于指导行动计划。DCA是基于这样一种理解,即地区如果要支持一项创新的成功应用,就必须发展使用实施科学方法的知识和技能。具体来说,进行了三项研究。第一项研究建立了DCA的内容效度,即DCA代表构成地区一级实施能力的结构的程度。第二项研究建立了DCA的内部结构,或者与被测量的构念相比,项目之间的关系,以及项目对同一构念的测量程度。第三项也是最后一项研究评估了DCA的结果如何随时间变化,从而建立了仪器的测试-重测可靠性。使用DCA的地区实施小组、研究人员或促进者可以确信评估是建立在实施科学实践和方法的研究基础上的。
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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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