Development of Brief Rating Scales for Progress Monitoring Internalizing Behavior

2021 ◽  
pp. 106342662110397
Author(s):  
Amy M. Briesch ◽  
Aberdine R. Donaldson ◽  
Michael Matta ◽  
Robert J. Volpe ◽  
Brian Daniels ◽  
...  
Keyword(s):  
Rating Scales ◽  
Progress Monitoring ◽  
Internalizing Behavior ◽  
Second Phase ◽  
Confirmatory Factor Analyses ◽  
School Based ◽  
Confirmatory Factor ◽  
Prevalence Estimates ◽  
School Based Interventions ◽  
Progress Monitor

Prevalence estimates suggest that up to 20% of students in schools experience significant internalizing behaviors that impact behavioral, social, or academic functioning. School-based interventions have great potential to promote student mental health; however, validated and feasible brief assessments are needed to progress monitor students’ responses to these supports. The purpose of the current study was twofold: to (a) develop and validate teacher-completed brief rating scales for progress monitoring internalizing concerns in elementary-aged students and (b) determine the reliability of the resultant measures. First, item content was generated and subjected to evaluation by two panels of school-based consumers and researchers. Within the second phase of development, exploratory and confirmatory factor analyses were used to reduce the initial number of items and ensure that the items were indicators of one latent factor. Teachers in grades K–3 ( N = 307) each completed ratings for one randomly selected student in their classroom. Results of factor analysis for each scale indicated one-factor solutions for the 4-item Anxious/Depressed (ω = .88) and 4-item Socially Withdrawn (ω = .87) scales.

Initial Validation of a Math Progress Monitoring Measure for Prekindergarten Students

2020 ◽  
Vol 38 (8) ◽  
pp. 1014-1032
Author(s):  
Mike A. Assel ◽  
Janelle J. Montroy ◽  
Jeffrey M. Williams ◽  
Matt Foster ◽  
Susan H. Landry ◽  
...  
Keyword(s):  
Progress Monitoring ◽  
Factor Model ◽  
Five Factor Model ◽  
Internal Consistency Reliability ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Development Evaluation ◽  
Test Retest Reliability ◽  
Prekindergarten Students

Given the importance of math in today’s society, it is critical that children who are at risk for math difficulty are identified early. We developed and validated a prekindergarten math subtest (i.e., CIRCLE Progress Monitoring [CPM] Math Subtest). This teacher-completed measure evaluates domains considered important for later math development. Evaluation of validity was undertaken in a longitudinal sample of 383 children ( Mage = 4.9 years), and a follow-up sample of 3,691 children ( Mage = 4.4 years). The measure demonstrated adequate psychometric properties, including strong internal consistency reliability (α = .94) and test–retest reliability ( r = .78). Evaluation of concurrent and predictive validity demonstrated scores on the CPM Math Subtest were correlated with scores on other assessments at high levels ( rs from .55–.65). Exploratory and confirmatory factor analyses revealed that the subtest conforms to a well-defined five-factor model that parallels areas considered to be important in the math literature.

scholarly journals Factor Validation of a Fidelity of Implementation Measure for Social Behavior Systems

2017 ◽  
Vol 40 (1) ◽  
pp. 16-24
Author(s):  
Michelle M. Massar ◽  
Kent McIntosh ◽  
Sterett H. Mercer
Keyword(s):  
Behavioral Interventions ◽  
Critical Factor ◽  
Fidelity Of Implementation ◽  
Successful Implementation ◽  
Positive Behavioral Interventions ◽  
School Based ◽  
Confirmatory Factor ◽  
School Based Interventions ◽  
Behavior Systems ◽  
Core Features

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 which the core features of SWPBIS are implemented with fidelity. The purpose of this study was to assess the extent to which the TFI can be used as one measure of all three tiers, three separate measures of individual tiers, or as a more granular level of fidelity that measures implementation on 10 subscales across the tiers. A confirmatory factor analysis was conducted to validate the factor structure of the TFI. Results indicate that the TFI is a valid measure of fidelity of implementation of SWPBIS and can be used to measure implementation by subscales, tiers, and as a comprehensive assessment of all three tiers.

scholarly journals The Relationship Between Psychosocial Correlates and Physical Activity in Underserved Adolescent Boys and Girls in the ACT Trial

2011 ◽  
Vol 8 (2) ◽  
pp. 253-261 ◽  
Author(s):  
Hannah G. Lawman ◽  
Dawn K. Wilson ◽  
M. Lee Van Horn ◽  
Ken Resnicow ◽  
Heather Kitzman-Ulrich
Keyword(s):  
Physical Activity ◽  
Low Income ◽  
Self Efficacy ◽  
Self Report ◽  
Positive Trend ◽  
Cross Sectional ◽  
Confirmatory Factor Analyses ◽  
School Based ◽  
Effective Interventions ◽  
Confirmatory Factor

Background:Previous research suggests motivation, enjoyment, and self-efficacy may be important psycho-social factors for understanding physical activity (PA) in youth. While previous studies have shown mixed results, emerging evidence indicates relationships between psychosocial factors and PA may be stronger in boys than girls. This study expands on previous research by examining in the effects of motivation, enjoyment, and self-efficacy on PA in underserved adolescents (low income, ethnic minorities) boys and girls. Based on previous literature, it was hypothesized the effects of motivation, enjoyment, and self-efficacy on moderate-to-vigorous PA (MVPA) would be stronger in boys than in girls.Methods:Baseline cross-sectional data were obtained from a randomized, school-based trial (Active by Choice Today; ACT) in underserved 6th graders (N = 771 girls, 651 boys). Intrapersonal variables for PA were assessed via self-report and confirmatory factor analyses were conducted for each predictor. MVPA was assessed with 7-day accelerometry estimates.Results:Multivariate regression analyses stratified by sex demonstrated a significant positive main effect of self-efficacy and motivation on MVPA for girls. Boys also showed a positive trend for the effect of motivation on MVPA.Conclusions:The results from this study suggest motivation and self-efficacy should be better integrated to facilitate the development of more effective interventions for increasing PA in underserved adolescents.

scholarly journals Promoting Language Learners’ Awareness of Autonomy Through Goal Setting—An Alternative Approach of Assessing Goal Setting Effects

2018 ◽  
Vol 11 (10) ◽  
pp. 52
Author(s):  
Shih Huei-Ju
Keyword(s):  
Language Learners ◽  
Goal Setting ◽  
Second Phase ◽  
Validity And Reliability ◽  
Confirmatory Factor Analyses ◽  
Third Phase ◽  
Alternative Approach ◽  
Confirmatory Factor ◽  
Weak Points ◽  
Final Instrument

This article aims at proposing a new measurement to assess the effects of language learners’ goal-setting behavior, as an alternative to the traditional open-ended questionnaire. This goal-setting instrument was carefully developed through three phases. In the first phase, an item pool was generated. In the second phase, a pilot study was carried out with a view to modifying the weak points of the questionnaire. In the third phase, a final version of the questionnaire was distributed among participants for evaluating the practicality. The evaluation of the psychometric properties of the final instrument was made using confirmatory factor analyses (CFA), with the validity and reliability being evaluated. The results indicate that the proposed instrument yields satisfactory characteristics and that the theoretical model bears a good fit with the data. The researcher proposes that the instrument presented in this study can provide a more psychometrically sound measure of goal-setting in learning a second language than traditional open-ended questionnaires.

Evaluation of the Autism Spectrum Rating Scales in a Diverse, Nonclinical Sample

2019 ◽  
Vol 38 (6) ◽  
pp. 740-752 ◽  
Author(s):  
Maryellen Brunson McClain ◽  
Bryn Harris ◽  
Sarah E. Schwartz ◽  
Megan E. Golson
Keyword(s):  
Rating Scales ◽  
The United States ◽  
Autism Spectrum ◽  
Future Research ◽  
Cultural Groups ◽  
Confirmatory Factor Analyses ◽  
Cross Cultural Differences ◽  
Confirmatory Factor ◽  
Nonclinical Sample ◽  
Racial Ethnic

Despite the changing racial/ethnic demographics in the United States, few studies exist that evaluate autism spectrum disorder (ASD) screening and diagnostic assessment measures for their cultural and linguistic responsiveness. The purpose of this study was to evaluate the structure of the Autism Spectrum Rating Scales (ASRS) in a diverse sample of parents with children (nonclinical sample) between the ages of 6 and 18 years ( N = 405). Confirmatory factor analyses, factor correlations, and the evaluation of item loadings were used to examine the structure of the ASRS across cultural groups. Results yielded cross-cultural differences. Implications and directions for future research are discussed.

A Double Dissociation Between Inattentive and Impulsive Traits, on Tasks of Visual Processing and Emotion Regulation

2013 ◽  
Vol 21 (7) ◽  
pp. 543-553 ◽  
Author(s):  
Dorit Ben Shalom ◽  
Ziv Ronel ◽  
Yifat Faran ◽  
Gal Meiri ◽  
Lidia Gabis ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Visual Attention ◽  
Visual Processing ◽  
Adult Adhd ◽  
Rating Scales ◽  
Processing Condition ◽  
Confirmatory Factor Analyses ◽  
Hyperactivity Disorder ◽  
Israeli Population ◽  
Confirmatory Factor

Objective: To dissociate between inattentive and impulsive traits common in attention deficit hyperactivity disorder (ADHD) using a non-dichotomous measurment of these traits. Method: 120 university students who completed the Conner’s adult ADHD rating scales (CAARS) were also tested on the Microgenesis task which requires visual attention and on the Cyber Cruiser task which requires emotion regulation. Results: Results show that a measure of inattention was specifically related to a measure of effortful visual processing condition. In addition, a measure of impulsivity was specifically related to the tendency to fail in refueling one’s car on time, although this relation was opposite to the predicted direction. Furthermore, by using exploratory and confirmatory factor analyses, the CAARS’ factor structure was confirmed to be relevant to an Israeli population. Conclusion: The current experiment supports the idea that visual attention may play a part in inattentive symptoms, and that emotion regulation may play a part in impulsivity symptoms.

Examining the Latent Structure of the BASC-3 BESS Parent Preschool Form

2017 ◽  
Vol 37 (2) ◽  
pp. 181-193 ◽  
Author(s):  
Erin Dowdy ◽  
Christine DiStefano ◽  
Fred Greer ◽  
Stephanie Moore ◽  
Kelvin Pompey
Keyword(s):  
Behavioral Assessment ◽  
Attention Problems ◽  
Assessment System ◽  
Latent Structure ◽  
Future Research ◽  
Behavioral Risk ◽  
Confirmatory Factor Analyses ◽  
School Based ◽  
Confirmatory Factor ◽  
Future Research Directions

Screening for emotional and behavioral risk at the preschool level provides an opportunity to inform early intervention and prevention efforts. This study reports initial validation information for the Behavioral Assessment System for Children–Third Edition, Behavioral and Emotional Screening System, Parent Form–Preschool (BASC-3 BESS Parent-P). Using an Integrative Data Analysis framework, the BASC-3 BESS Parent-P latent structure was investigated using the norming sample from the BASC-3 ( n = 459) as well as two randomly split samples from the BASC-2 norming sample (development sample n = 770; validation sample n = 799). Five models were tested using confirmatory factor analyses; findings suggested a four-factor oblique solution, including Internalizing Risk, Externalizing Risk, Adaptive Skills, and Attention Problems factors. Future research directions and use in school-based screening applications are presented.

An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

2014 ◽  
Vol 28 (3) ◽  
pp. 83-92 ◽  
Author(s):  
Franziska Pfitzner-Eden ◽  
Felicitas Thiel ◽  
Jenny Horsley
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Confirmatory Factor Analyses ◽  
3 Dimensional ◽  
Multiple Group ◽  
Three Samples ◽  
Confirmatory Factor ◽  
Teacher Self Efficacy ◽  
Dimensional Assessment ◽  
Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

Perceived Mutual Understanding (PMU)

2019 ◽  
Vol 35 (1) ◽  
pp. 98-108 ◽  
Author(s):  
Michael J. Burtscher ◽  
Jeannette Oostlander
Keyword(s):  
Mutual Understanding ◽  
Team Cognition ◽  
Internal Reliability ◽  
Confirmatory Factor Analyses ◽  
Team Processes ◽  
One Dimensional ◽  
Item Parameters ◽  
Three Samples ◽  
Confirmatory Factor ◽  
The Individual

Abstract. Team cognition plays an important role in predicting team processes and outcomes. Thus far, research has focused on structured cognition while paying little attention to perceptual cognition. The lack of research on perceptual team cognition can be attributed to the absence of an appropriate measure. To address this gap, we introduce the construct of perceived mutual understanding (PMU) as a type of perceptual team cognition and describe the development of a respective measure – the PMU-scale. Based on three samples from different team settings ( NTotal = 566), our findings show that the scale has good psychometric properties – both at the individual as well as at the team-level. Item parameters were improved during a multistage process. Exploratory as well as confirmatory factor analyses indicate that PMU is a one-dimensional construct. The scale demonstrates sufficient internal reliability. Correlational analyses provide initial proof of construct validity. Finally, common indicators for inter-rater reliability and inter-rater agreement suggest that treating PMU as a team-level construct is justified. The PMU-scale represents a convenient and versatile measure that will potentially foster empirical research on perceptual team cognition and thereby contribute to the advancement of team cognition research in general.

Beck Hopelessness Scale (BHS)

2015 ◽  
Vol 31 (1) ◽  
pp. 31-37 ◽  
Author(s):  
Paolo Iliceto ◽  
Emanuele Fino
Keyword(s):  
Second Order ◽  
Personality Questionnaire ◽  
Factor Analyses ◽  
Factor Solution ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Beck Hopelessness Scale ◽  
Order Factor ◽  
Model Invariance ◽  
Three Factor

The Beck Hopelessness Scale (BHS) is an instrument for assessing cognitive thoughts among suicidal persons. Previous studies have identified different factor structures of the BHS. However, results were not conclusive. The aim of this study was to test the factor structure of the BHS in a sample of Italian individuals (N = 509) from the community, and secondarily to investigate correlations between the BHS, depression (Beck Depression Inventory Second Edition), and personality traits (Zuckerman-Kuhlman-Aluja Personality Questionnaire). Following recommendations of previous investigations, we utilized a 5-point response format. We applied a second-order Confirmatory Factor Analyses and tested for the model invariance. The results suggest that besides a single second-order factor, a second-order three-factor solution is also reasonable, in line with Beck’s theorization.

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