Factorial Invariance of the Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS)

Autor/inn/en	Briesch, Amy M.; Chafouleas, Sandra M.; Cintron, Dakota W.; McCoach, D. Betsy
Titel	Factorial Invariance of the Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS)
Quelle	In: School Psychology, 35 (2020) 1, S.51-60 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000309
Schlagwörter	Student Needs; Student Behavior; Likert Scales; Measurement; Social Development; Emotional Development; Interpersonal Competence; Usability; Identification; At Risk Students; Stakeholders; Construct Validity; Test Reliability; Psychometrics + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Likert-Skala; Messverfahren; Soziale Entwicklung; Gefühlsbildung; Interpersonale Kompetenz; Identifikation; Identifizierung; Testreliabilität; Psychometry; Psychometrie
Abstract	Previous research has suggested that multiple factors beyond acceptability alone (e.g., feasibility, external supports) may interact to determine whether consumers will use an intervention or assessment in practice. The Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS) was developed in order to provide a simultaneous assessment of those factors influencing use of a particular approach to identifying and supporting the social, emotional, and behavioral needs of students. As the measure was intended for use with a range of school-based stakeholders, a first necessary step involved establishing the measurement invariance of the instrument. Participants in the current study included 1,112 district administrators, 431 building administrators, and 1,355 teachers who were asked to identify the approach used within their school district to identify and support the social, emotional, and behavioral needs of students, and then to complete the URP-NEEDS in reference to this identified approach. Results supported the measurement invariance of the URP-NEEDS across stakeholder groups. In addition, measurement invariance was found across self-identified approaches to social, emotional, and behavioral risk identification within the district administrator and teacher groups. [For the corresponding grantee submission, see ED590941.] (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01