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ERIC Number: EJ1092465
Record Type: Journal
Publication Date: 2016-Apr
Pages: 13
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1098-3007
Construct and Predictive Validity of Social Acceptability: Scores From High School Teacher Ratings on the School Intervention Rating Form
Harrison, Judith R.; State, Talida M.; Evans, Steven W.; Schamberg, Terah
Journal of Positive Behavior Interventions, v18 n2 p111-123 Apr 2016
The purpose of this study was to evaluate the construct and predictive validity of scores on a measure of social acceptability of class-wide and individual student intervention, the School Intervention Rating Form (SIRF), with high school teachers. Utilizing scores from 158 teachers, exploratory factor analysis revealed a three-factor (i.e., Suitability, Perceived Benefit, Convenience) structure. Findings revealed that teachers who implemented class-wide and individual student interventions with perfect integrity or less than acceptable integrity rated the interventions as less suitable than those who implemented with acceptable integrity. Similarly, the same groups rated the interventions as less convenient than those who implemented with acceptable integrity. Implications for practice and future research are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324C080006