多层次支持-干预信念量表:发展及在学校辅导员中的初步验证

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2023-06-26 DOI:10.1177/07342829231184293
Mary Edwin, M. Bahr
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引用次数: 0

摘要

本文介绍了多层次支持-干预信念量表(MTSS-IBS)的开发。引言部分回顾了从业者信念与MTSS成功之间的重要性。由于没有评估学校干预者对所有学生的成功的MTSS信念的措施,我们使用主成分分析和平行分析来自379名学校辅导员作为MTSS干预者的MTSS- ibs反应。这些分析表明了一个四分量结构,随后的内部一致性和结构效度分析提供了MTSS-IBS心理测量充分性的初步证据。我们讨论了MTSS- ibs在研究和实践中的应用,以加强MTSS的实施。
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Multi-Tiered System of Supports—Interventionist Beliefs Scale: Development and Initial Validation With School Counselors
This article describes the development of the Multi-Tiered System of Supports-Interventionist Beliefs Scale (MTSS-IBS). The introduction reviews the importance between practitioner beliefs and MTSS success. Because there is no measure to assess the MTSS beliefs of school interventionists for the success of all students, we used a principal component analysis and a parallel analysis on MTSS-IBS responses from 379 school counselors who worked as MTSS interventionists. These analyses indicated a four-component structure, and subsequent internal consistency and construct validity analyses provided initial evidence of MTSS-IBS psychometric adequacy. We discuss applications of the MTSS-IBS in research and practice for enhancing MTSS implementation.
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来源期刊
Journal of Psychoeducational Assessment
Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.30
自引率
5.90%
发文量
61
期刊介绍: The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.
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