Assessing Social Validity of School-Wide Positive Behavior Support Plans: Evidence for the Reliability and Structure of the Primary Intervention Rating Scale

Autor/inn/en	Lane, Kathleen Lynne; Kalberg, Jemma Robertson; Bruhn, Allison Leigh; Driscoll, Steven A.; Wehby, Joseph H.; Elliott, Stephen N.
Titel	Assessing Social Validity of School-Wide Positive Behavior Support Plans: Evidence for the Reliability and Structure of the Primary Intervention Rating Scale
Quelle	In: School Psychology Review, 38 (2009) 1, S.135-144 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Intervention; Behavior Modification; Test Validity; Rating Scales; Student Behavior; Test Reliability; Replication (Evaluation); Evaluation Research; Psychometrics; School Psychology; Elementary Secondary Education; Prevention; Program Development; Teacher Attitudes; Social Behavior; Tennessee; Intervention Rating Profile + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Testvalidität; Rating-Skala; Student behaviour; Schülerverhalten; Testreliabilität; Evaluationsforschung; Psychometry; Psychometrie; Schulpsychologie; Prävention; Vorbeugung; Programmplanung; Lehrerverhalten; Social behaviour; Soziales Verhalten
Abstract	This study provides initial evidence for the reliability and structural validity of scores from the Primary Intervention Rating Scale (Lane, Robertson, & Wehby, 2002), an adapted version of the Intervention Rating Profile-15 (Witt & Elliott, 1985) designed to assess faculty's perceptions of social validity of primary prevention plans prior to intervention onset. Results indicated the Primary Intervention Rating Scale is a one-factor instrument, with high internal consistency and utility. These results were found to replicate across educators from elementary, middle, and high schools. In addition, there was a significant, positive relation between social validity and treatment integrity when examining data at the school-site level. Limitations and future directions are offered. (Contains 4 tables.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10