Sandra M. Chafouleas, A. Briesch, T. C. Riley-Tillman, D. McCoach
{"title":"超越治疗可接受性的评估:对使用评级档案-干预(URP-I)的因素结构的检查。","authors":"Sandra M. Chafouleas, A. Briesch, T. C. Riley-Tillman, D. McCoach","doi":"10.1037/A0015146","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"36-47"},"PeriodicalIF":0.0000,"publicationDate":"2009-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0015146","citationCount":"105","resultStr":"{\"title\":\"Moving beyond assessment of treatment acceptability: An examination of the factor structure of the Usage Rating Profile—Intervention (URP-I).\",\"authors\":\"Sandra M. Chafouleas, A. Briesch, T. C. Riley-Tillman, D. McCoach\",\"doi\":\"10.1037/A0015146\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":48005,\"journal\":{\"name\":\"SCHOOL PSYCHOLOGY QUARTERLY\",\"volume\":\"24 1\",\"pages\":\"36-47\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2009-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1037/A0015146\",\"citationCount\":\"105\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"SCHOOL PSYCHOLOGY QUARTERLY\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1037/A0015146\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"SCHOOL PSYCHOLOGY QUARTERLY","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1037/A0015146","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
期刊介绍:
The flagship scholarly journal in the field of school psychology, the journal publishes empirical studies, theoretical analyses, and literature reviews encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, dynamic, multicultural, and organizational psychology. Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes information pertaining to populations across the life span.