Examining the Reliability and Validity of the Effective Behavior Support Self-Assessment Survey

2015 ◽  
Vol 38 (2) ◽  
pp. 175-191 ◽  
Author(s):  
Benjamin G. Solomon ◽  
Kevin G. Tobin ◽  
Gregory M. Schutte
Keyword(s):  
Reliability And Validity ◽  
Behavior Support ◽  
Self Assessment ◽  
Assessment Survey ◽  
Effective Behavior

scholarly journals A Review of Faculty Self-Assessment TPACK Instruments (January 2006 – March 2020)

2021 ◽  
Vol 17 (2) ◽  
pp. 118-137
Author(s):  
Kristin C. Scott
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Reliability And Validity ◽  
Technological Pedagogical Content Knowledge ◽  
Assessment Instruments ◽  
Validity And Reliability ◽  
Self Assessment ◽  
Data Set ◽  
Pedagogical Content ◽  
Assessment Survey

Since Mishra and Koehler released their framework of technological pedagogical content knowledge (TPACK), researchers have been attempting to measure it with a variety of self-assessment instruments. Early TPACK instruments struggled with construct validity. More recently, several instruments have been tested for validity and reliability successfully. Since 2006, 233 articles have been published that use a TPACK self-assessment survey of faculty in either a mixed method or empirical study. When faced with this abundance of literature, researchers may be overwhelmed when attempting to find a survey instrument suitable for their own studies. This review is designed to help researchers find valid and reliable instruments for their study by describing frequently used scales, an analysis of respondents from the identified studies, and reliability and validity studies associated with published instruments. A link to the entire data set Technological Pedagogical Content Knowledge (TPACK) Self-Assessment Survey Dataset (2006 – March 2020) is also provided.

School-wide and individualized effective behavior support: An explanation and an example.

2002 ◽  
Vol 3 (1) ◽  
pp. 51-75 ◽  
Author(s):  
Tary J. Tobin ◽  
Teri Lewis-Palmer ◽  
George Sugai
Keyword(s):  
Behavior Support ◽  
Effective Behavior

scholarly journals Testing a self-assessment tool for HP competencies with participants of training courses in Austria

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
G Lang
Keyword(s):  
Assessment Tool ◽  
Core Competencies ◽  
Empirical Studies ◽  
Reliability And Validity ◽  
International Standards ◽  
Online Questionnaire ◽  
Self Assessment ◽  
High Quality ◽  
Training Courses ◽  
Training Programmes

Abstract Background High quality health promotion (HP) depends on a competent workforce for which professional development programmes for practitioners are essential. The “CompHP Core Competencies Framework in HP” defines crucial competency domains but a recent review concluded that the implementation and use of the framework is lacking. The aim was to develop and validate a self-assessment tool for HP competencies, which should help evaluate training courses. Methods A brief self-assessment tool was employed in 2018 in Austria. 584 participants of 77 training courses submitted their post-course assessment (paper-pencil, RR = 78.1%). In addition, longitudinal data are available for 148 participants who filled in a pre-course online questionnaire. Measurement reliability and validity was tested by single factor, bifactor, multigroup, and multilevel CFA. A SEM proved for predictive and concurrent validity, controlling gender and age. Results A bifactor model (X2/df=3.69, RMSEA=.07, CFI=.95, sRMR=.07) showed superior results with a strong general CompHP factor (FL>.65, wH=.90, ECV=.85), configurally invariant for two training programmes. On course level, there was only minimal variance between trainings (ICC<.08). Structurally, there was a significant increase in HP competencies when comparing pre- and post-course measurements (b=.33, p<.01). Participants showed different levels of competencies due to prior knowledge (b=.38, p<.001) and course format (b=.16, p<.06). The total scale had good properties (m = 49.8, sd = 10.3, 95%-CI: 49.0-50.7) and discriminated between groups (eg by training length). Conclusions The results justify the creation of an overall scale to assess core HP competencies. It is recommended to use the scale for evaluating training courses. The work compensates for the lack of empirical studies on the CompHP concept and facilitates a broader empirical application of a uniform competency framework for HP in accordance with international standards in HP and public health. Key messages The self-assessment tool provides a good and compact foundation for assessing HP competencies. It provides a basis for holistic, high quality and sustainable capacity building or development in HP.

scholarly journals Developing ESD Competences in Higher Education Institutions—Staff Training at the University of Vechta

2020 ◽  
Vol 12 (24) ◽  
pp. 10336
Author(s):  
Lukas Scherak ◽  
Marco Rieckmann
Keyword(s):  
Higher Education ◽  
Staff Training ◽  
Research Question ◽  
Trigger Points ◽  
Training Programme ◽  
Self Assessment ◽  
University Teachers ◽  
Limited Opportunity ◽  
Assessment Survey ◽  
The University

Education for Sustainable Development (ESD) competences have been widely discussed over the past decade. A number of frameworks have been developed, and the Erasmus+ Project “A Rounder Sense of Purpose” (RSP) set out to establish a profound and practical framework of competences to be used in any European context to enable in-service and pre-service educators to demonstrate their competence in ESD. Over the course of two years at the University of Vechta, staff training was provided using the RSP competences model as a guiding framework. Data were collected through a focus group and a self-assessment survey in order to answer the research question, “Which competences do university teachers need in order to work with the concept of ESD in higher education and how can these be developed in a series of staff training workshops?” The results show that all 12 RSP competences are indeed relevant for higher education teaching, but the potential for developing them into a staff training programme is limited. There are multiple trigger points and settings that are beneficial to and necessary for the development of ESD competences. If those conditions are not met there is limited opportunity for applying ESD methods within higher education.

Preliminary Psychometric Properties of an Observation System to Assess Teachers’ Use of Effective Behavior Support Strategies in Preschool Classrooms

2014 ◽  
Vol 37 (2) ◽  
pp. 323-346 ◽  
Author(s):  
Rebecca K. Vujnovic ◽  
Gregory A. Fabiano ◽  
Daniel A. Waschbusch ◽  
William E. Pelham ◽  
Andrew Greiner ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Observation System ◽  
Behavior Support ◽  
Preschool Classrooms ◽  
Support Strategies ◽  
Effective Behavior

scholarly journals Validation of the Self-Assessment of Treatment Questionnaire among Patients with Postherpetic Neuralgia

2012 ◽  
Vol 2012 ◽  
pp. 1-15 ◽  
Author(s):  
Kathleen W. Wyrwich ◽  
Ariane K. Kawata ◽  
Christine Thompson ◽  
Stefan Holmstrom ◽  
Malcolm Stoker ◽  
...  
Keyword(s):  
Clinical Trials ◽  
Postherpetic Neuralgia ◽  
Factor Model ◽  
Short Form ◽  
Reliability And Validity ◽  
Optimal Solution ◽  
Measurement Properties ◽  
Mcgill Pain Questionnaire ◽  
High Concentration ◽  
Self Assessment

Introduction. A five-item Self-Assessment of Treatment (SAT) was developed to assess improvement and satisfaction with treatment associated with the application of a novel high concentration 8% capsaicin topical patch in clinical trials in patients with postherpetic neuralgia (PHN). This study evaluated the item performance and psychometric properties of the SAT. Methods. The SAT, Brief Pain Inventory, SF-36v2, Short-Form McGill Pain Questionnaire, and Patient and Clinician Global Impression of Change (PGIC; CGIC) scores were measured in two 12-week Phase 3 clinical trials. Factor analysis assessed the underlying factor structure, followed by examination of the reliability and validity of the multi-item domain. Results. Pooled data from 698 patients completing SAT after 12 weeks of treatment were analyzed. A one-factor model combining three of the five items emerged as the optimal solution. Internal consistency reliability of this treatment efficacy factor was high (Cronbach's alpha = 0.89). Construct validity was demonstrated by moderate to high correlations with change in other study endpoints. SAT mean scores consistently discriminated between patient change groups defined by PGIC and CGIC. Conclusions. The measurement properties of the three-item version of SAT are valid and reliable for assessment of treatment with a high concentration capsaicin patch among patients with PHN.

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