Teaching Students With Disabilities Efficacy Scale: Development and Validation

Inclusion ◽  
2013 ◽  
Vol 1 (3) ◽  
pp. 181-196 ◽  
Author(s):  
Heather Dawson ◽  
LaRon Scott
Keyword(s):  
Students With Disabilities ◽  
Behavior Management ◽  
Critical Issue ◽  
Teacher Professionalism ◽  
Future Research ◽  
Research And Practice ◽  
Scale Development And Validation ◽  
Statistical Reliability ◽  
Development And Validation ◽  
Conceptual Meaning

Abstract Promoting access to inclusive environments for students with disabilities is a critical issue facing schools. Feeling efficacious in teaching students with disabilities is a key aspect of enabling teachers to promote inclusion. This article reports on the development of a scale of teacher self-efficacy for teaching students with disabilities. It was examined with in-service (N = 288) and preservice (N = 143) teachers, and the results suggest it is a reliable and valid tool. The final version includes five subscales that define efficacy for teaching students with disabilities, all with strong statistical reliability and compelling conceptual meaning. They are: Instruction, Teacher Professionalism, Teacher Support, Classroom or Behavior Management, and Related Duties. Implications for future research and practice are discussed.

scholarly journals Leymann Inventory of Psychological Terror Scale: Development and Validation for Portuguese Accounting Professionals

Economies ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 94
Author(s):  
Rui Silva ◽  
Margarida Simões ◽  
Ana Paula Monteiro ◽  
António Dias
Keyword(s):  
Structural Equation ◽  
Equation Model ◽  
Quantitative Methodology ◽  
Scale Development And Validation ◽  
Statistical Reliability ◽  
Accounting Professionals ◽  
Final Sample ◽  
Development And Validation ◽  
First Time ◽  
Descriptive Statistical Analysis

This research aims to adapt the Leymann Inventory of Psychological Terror and its use on Portuguese Accounting Professionals. Leymann scale was applied in a final sample of 478 accountants aged between 28 and 68, of which 47.5% were men and 52.5% women. We used a quantitative methodology by applying a questionnaire survey whose results were, in the following research phase, analyzed using the statistical packages SPSS 26 and AMOS 27. We used SPSS 26 for the Descriptive Statistical Analysis and AMOS 27 to estimate the structural equation model that validated the scale. After the scale had been adapted and changed, it was validated in psychometric terms to be applied to and used in studies involving this type of professionals. The Accountants Leymann Inventory of Psychological Terror that resulted from adapting the original model was tested using structural equation modelling. Thus, the new scale produced significant results similar to those of the original scale, which means that it is valid and can be applied to other contexts. The validity and statistical reliability of the new scale made it possible to measure mobbing problems among accounting professionals reliably and robustly. The present research is an important contribution to the literature. Although it has been applied in several contexts, it is the first time it is being developed, adapted, and validated for accounting professionals who work in this area of management.

Team Incivility Climate Scale: Development and Validation of the Team-Level Incivility Climate Construct

2015 ◽  
Vol 42 (3) ◽  
pp. 315-345 ◽  
Author(s):  
Deanna Paulin ◽  
Barbara Griffin
Keyword(s):  
Work Teams ◽  
Incremental Validity ◽  
Future Research ◽  
Practical Applications ◽  
Scale Development And Validation ◽  
Level Data ◽  
Uncivil Behaviors ◽  
Climate Scale ◽  
The Individual ◽  
Development And Validation

Guided by a framework for multilevel construct validation, this study identified incivility climate as a new facet-specific climate construct. Referring to shared perceptions about the uncivil behaviors, practices, and norms that exist within a team, the construct of incivility climate is fundamental for future research investigating and estimating the effect of workplace incivility at the team level. Data from three separate samples totaling 1,110 employees and 50 work teams were used to test the internal consistency, confirm factor structure, and assess convergent and incremental validity of a new measure at both the individual and team level. The results support the construct validity of incivility climate along with the utility of the Team Incivility Climate Scale. Theoretical implications and practical applications of the construct and measure are described.

Increasing Self-Advocacy for Secondary Students With Disabilities: Evaluating Effects of ME!

Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 194-207
Author(s):  
Valerie L. Mazzotti ◽  
Dawn A. Rowe ◽  
Jennifer C. Wall ◽  
Katie E. Bradley
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Functional Relation ◽  
Self Determination ◽  
Future Research ◽  
Self Awareness ◽  
Self Advocacy ◽  
Knowledge And Skills ◽  
Research And Practice

Abstract Self-determination skills are a critical skill set that may increase the likelihood of students with disabilities attaining positive inclusive experiences in school that lead to inclusion into society. Although a number of self-determination curricula exist, there is limited research that evaluates the effectiveness of the ME! curriculum for improving secondary students with disabilities' self-advocacy knowledge and skills. The purpose of this study was to examine the effects of the ME! on self-advocacy and self-awareness knowledge and skills for secondary students with disabilities. Results demonstrated a functional relation between the ME! and participants' knowledge of ME! content. All participants showed increased participation during posttransition planning meetings. Findings support use of the ME! for enhancing students' self-advocacy and self-awareness knowledge and skills and generalizing that knowledge to authentic, inclusive contexts. Limitations and implications for future research and practice are discussed.

Measuring career shocks: A study of scale development and validation in the Chinese context

2020 ◽  
Vol 29 (3) ◽  
pp. 164-172
Author(s):  
Zulqurnain Ali ◽  
Usman Ghani ◽  
Zia U Islam ◽  
Aqsa Mehreen
Keyword(s):  
Two Dimensions ◽  
Career Management ◽  
Future Research ◽  
Unexpected Events ◽  
Scale Development And Validation ◽  
Gray Area ◽  
Confirmatory Factor ◽  
Development And Validation ◽  
Multiple Samples ◽  
Method Approach

The emergence of self-career management has pushed individuals to manage their careers proactively and evade unexpected events. The purpose of this study was to develop and validate a career shocks scale for use in Chinese organizations. In doing so, we developed a comprehensive scale of career shocks to cover a significant gray area of career management and enhance a deeper understanding of the emergence of career shocks among Chinese employees. Using the mixed-method approach, we recruited multiple samples to validate the item structure and assess construct validity and internal consistency of the career shocks scale. The findings of a confirmatory factor analysis suggested two dimensions of career shocks (positive and negative), having nine items. Moreover, a strong inter-item structure indicated that this research measure would be valuable for future research endeavors in the domain of career management.

Including Individuals With Disabilities in UDL Framework Implementation: Insights From Administrators

Inclusion ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 127-142 ◽  
Author(s):  
K. Alisa Lowrey ◽  
Sean J. Smith
Keyword(s):  
Students With Disabilities ◽  
Universal Design ◽  
School Principals ◽  
Universal Design For Learning ◽  
Implementation Process ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Research And Practice ◽  
Design For Learning ◽  
District Personnel

AbstractIn 2015, the AAIDD National Goals panel recommended the inclusion of the Universal Design for Learning (UDL) framework in services designed to support the needs of learners with intellectual and developmental disabilities (IDD). As a framework that can be implemented district/schoolwide, little is known about the implementation process and administrators' experiences with implementation. Less is known regarding the experiences of administrators' as they implement the framework with learners who struggle or have identified disabilities. To better understand these experiences in implementation, researchers conducted interviews with eighteen school principals/district personnel in a district recognized for fully implementing UDL. A subset of questions from these interviews focused specifically on efforts in implementation to include the needs of learners that are struggling or that have identified disabilities. This research analyzes responses from those administrators specific to supporting students with disabilities. Findings are shared, including those specific to the inclusion of individuals with IDD. Implications for future research and practice are provided.

scholarly journals Elementary Students’ Use of Dialect and Reading Achievement: Examining Students With Disabilities

2017 ◽  
Vol 84 (1) ◽  
pp. 97-115
Author(s):  
Brandy Gatlin ◽  
Jeanne Wanzek
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
American English ◽  
Reading Difficulties ◽  
Written Language ◽  
Oral Narrative ◽  
Future Research ◽  
Reading Outcomes ◽  
Research And Practice ◽  
Increased Risk

Nonmainstream American English, or dialect, among children may have important implications for reading research and practice. However, much of the research involving relations between dialect and literacy has analyzed dialect use in only one context and has omitted students with speech, language, and learning disabilities. Consequently, we examined dialect use in an oral narrative and two writing samples in relation to concurrent and longitudinal reading outcomes in a diverse sample of students, including those with diagnosed disabilities. Overall, most students used features of dialect in oral and written language. Dialect use was significantly and negatively predictive of reading outcomes the same year and 2 years later. Moderator analyses indicated a similar relationship between dialect use and reading for students with speech, language, and learning disabilities, suggesting that students with these disabilities who also use dialect may be at increased risk for reading difficulties. Implications for practice and future research are provided.

scholarly journals DESCONTMARKS: Scale Development and Validation

2021 ◽  
Vol 17 (7) ◽  
pp. 13
Author(s):  
An Nur Nabila Ismail ◽  
Yuhanis Abdul Aziz ◽  
Norazlyn Kamal Basha ◽  
Anuar Shah Bali Mahomed
Keyword(s):  
Scale Development ◽  
Three Dimensions ◽  
Future Research ◽  
Tourism Destination ◽  
Scale Development And Validation ◽  
Multiple Item ◽  
Three Stages ◽  
Development And Validation ◽  
Item Scale ◽  
Content Marketing

In order to attract more tourists to visit a particular place, destination content marketing plays an important role. Tourism research has recently shown an interest in destination content marketing; especially when tourism destination is advertised. Currently, there is no scale available to measure content marketing for promoting tourism destination. The present study has two primary objectives. First, to investigate the dimension of destination content marketing in destination related context. Second, to develop and validate a multiple-item scale for measuring content marketing towards tourism destination. This study uses a rigorous scale development technique which involves three stages of scale development using 3 separate studies. The study confirms that destination content marketing scale (DESCONTMARKS) comprises of three dimensions, measured with 10 items. The implications of the destination content marketing scale for practitioners, as well as suggestions for future research are provided.

Effects of the Color Wheel System on Students With Disabilities in Inclusion Classrooms

2021 ◽  
pp. 014544552098813
Author(s):  
Kathleen B. Aspiranti
Keyword(s):  
Students With Disabilities ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Visual Analysis ◽  
Future Research ◽  
Baseline Design ◽  
Inclusion Classrooms ◽  
Color Wheel ◽  
Task Behavior ◽  
On Task Behavior

The Color Wheel System (CWS) is a class-wide, rule-based, behavior management strategy that incorporates multiple sets of classroom rules to provide specific behavioral expectations for different classroom activities. This study used the CWS within three inclusion classrooms to evaluate improvements of classroom behavior for students with disabilities. A multiple-baseline design across classrooms evaluated the effects of the CWS on on-task behavior for three students with identified disabilities in each classroom. Momentary time-sampling was used to record on-task behavior, which was operationally defined as eyes on teacher or work or following teacher instructions. Visual analysis of time-series graphs and nonoverlap of all pairs (NAP) measures suggested the CWS caused immediate, large, and sustained increases in on-task behavior for students with disabilities when data are aggregated by classroom. However, individual changes in on-task behavior were variable across students. Implications for using the CWS as part of a class-wide behavioral prevention program and directions for future research are discussed.

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