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ERIC Number: EJ863802
Record Type: Journal
Publication Date: 2009
Pages: 18
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-0888-4064
The Validity and Reliability of the Teacher Knowledge and Skills Survey for Positive Behavior Support
Blum, Craig; Cheney, Douglas
Teacher Education and Special Education, v32 n3 p239-256 2009
In this study, the authors evaluated the empirical properties of the 33-item Teacher Knowledge and Skills Survey (TKSS) 2.0 for positive behavioral support (PBS) in schools. Through an examination of internal consistency and confirmatory factor analysis (CFA) of the theorized construct, the construct validity of the survey was evaluated. Results indicate that the instrument had strong internal consistency and that the CFA supported the hypothesized Comprehensive Model to have a good fit with robust estimators (Comparative Fit Index = 0.952). The five factors in the Comprehensive Model are (a) Specialized Behavior Supports and Practices, (b) Targeted Intervention Supports and Practices, (c) Schoolwide Discipline Process, (d) Individualized Curriculum and Support Practices, and (e) Positive Classroom Supports and Practices. The authors discuss these findings and provide recommendations on how the TKSS 2.0 can be used in professional development and preservice education programs. (Contains 2 tables and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A