| dc.description.abstract | Multi-tiered models of prevention such as Response-to-Intervention (RtI), Schoolwide Positive Behavior Support (SWPBS), and comprehensive, integrated models of academic and behavioral support (CI3T) are being implemented in schools across the country in an effort to provide early intervention and evidence-based practices to all students. To determine the quality of implementation and make data-based decisions about student responsiveness to these models, it is imperative to know if and how well the models are being implemented. Current research indicates the behavioral components of the primary plan of these models are most frequently assessed using the Schoolwide Evaluation Tool (SET; Sugai, Lewis-Palmer, Todd, & Horner, 2001; Horner et al., 2004). Although the SET evidences reliability and validity, it is used to measure school-level rather than classroom-level implementation. Thus, the purpose of this study was to examine initial evidence of reliability and validity of a tool designed to measure primary plan treatment integrity at the classroom level—teacher self-report over time (TSR). Specific research questions include: 1) What is the internal consistency, as measured by alpha coefficients, of the TSR?, and 2) What are the correlations between the TSR subscales and total scores with the SET subscales and total scores? According to our findings, the TSR demonstrated initial evidence of internal consistency as demonstrated by Cronbach’s alpha levels ranging from .76 to .83. Further, we found the TSR and SET likely do not measure the same constructs as they were not significantly correlated. Limitations and suggestions for future research are provided. | |
