通用行为支持中保真度测量的综述

Jerin Kim
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引用次数: 0

摘要

本研究的目的是回顾学校积极行为干预与支持的保真度测量;SWPBIS),重点是他们的乐器特征和内容。在目的、评估方法、充分性标准分数、组成和可及性方面,共选择和审查了国内和国际开发的八项文书。此外,通过对项目内容(共258个项目)的深入调查,确定了核心要素和子要素,并根据干预的暴露程度、干预提供者的质量和干预接受者的反应性三个维度对特定核心要素中的所有相关项目进行了审查。因此,通用行为支持中的保真度测量在学校或研究中使用,并以不同的评估方法提供多种功能(如学校团队用于定期实施监测,调查学校教职员工的看法)。为了增强用户的理解,大多数测量方法除了提供评分量表外,还提供不同类型的信息(如测量、评分、使用方法)和材料(如数据收集表、行动计划表),并通过相关网站或研究出版物免费向公众开放。此外,对项目内容的审查发现了10个核心要素(例如:(定义和教授预期行为)和60个子元素(例如,以明确和积极的方式定义期望和规则),这些元素在所有三个维度上都是均匀的。最后,本研究对普遍行为支持中保真度测量的进一步发展和利用提供了几点启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Review of the fidelity measures in universal behavioral supports
The purpose of this study is to review the fidelity measures in school-wide positive behavioral interventions and supports; SWPBIS) with an emphasis on their instrumental characteristics and contents. A total of eight instruments, both domestically and internationally developed, were chosen and reviewed in terms of the purpose, the methods of assessment, the criterion scores on adequacy, the composition, and the accessibility. Also, through the in-depth investigation of the item contents (from 258 items), core and sub-elements were identified, and all relevant items within a specific core element were reviewed according to three dimensions including exposure of the intervention, quality of the intervention providers, and responsiveness of the intervention recipients. As a result, the fidelity measures in the universal behavioral supports are used in a school or research and provide multiple functions (e.g. school teams’ use for the regular implementation monitoring, survey of school faculty and staff’s perception) with varied assessment methods. To enhance the user’s understanding, most measures serve different types of information (e.g., measurement, scoring, utilization methods) and materials (e.g., data collection form, action plan form) in addition to the rating scales and are open to the public at no cost through relevant websites or research publications. Also, the review of the item contents found 10 core elements(e.g., defining and teaching the expected behaviors) and 60 sub-elements (e.g., defining the expectations and rules in a clear and positive manner), and those elements were measured evenly in all three dimensions. In the end, the study provided several implications regarding the further development and utilization of fidelity measures in universal behavioral supports.
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