教师行为和情感评定量表用于过渡年龄学生的有效性和可靠性证据

IF 1.6 3区教育学 Q2 EDUCATION, SPECIAL

Career Development and Transition for Exceptional Individuals Pub Date : 2022-09-17 DOI:10.1177/21651434221119794

M. Lambert, J. Sinclair, Jodie R. Martin, M. Epstein

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引用次数: 0

摘要

确定学生的优势是过渡计划的核心。然而，学校人员很少使用可操作性的行为和情感优势评估，这些措施的心理测量功能尚未在过渡年龄学生中建立。在这个由两部分组成的研究中，我们使用了一个全国性的过渡年龄学生样本来检验行为和情绪评定量表-3:教师评定量表(BERS-3 TRS)分数的效度证据。研究1评估了275名有异常的学生的分数的内部结构和分数信度。研究二使用了566名学生的样本来检查有和没有异常的学生之间的分数差异。这些研究的结果为过渡性年龄学生的异常得分的有效性和解释提供了证据。

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Validity and Reliability Evidence for Use of the Teacher-Rated Behavioral and Emotional Rating Scale with Transition-Age Students

Identifying student strengths is central to transition planning. However, school personnel use few assessments that operationalize behavioral and emotional strengths, and the psychometric functioning of those measures have not been established with transition-age students. In this two-part study, we used a national sample of transition-age students to examine validity evidence for scores from the Behavioral and Emotional Rating Scale-3: Teacher Rating Scale (BERS-3 TRS). Study 1 evaluated the internal structure and test score reliability of the scores for 275 students with exceptionalities. Study II used a sample of 566 students to examine differences in scores between students with and without exceptionalities. Findings from these studies represent evidence for the validity and interpretation of scores for transition-age students with exceptionalities.

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来源期刊

Career Development and Transition for Exceptional Individuals Multiple-

CiteScore

5.40

自引率

15.20%

发文量

期刊介绍： Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.