Department of Applied Psychology, Northeastern University.
Department of Educational Psychology, University of Connecticut.
Sch Psychol. 2020 Jan;35(1):51-60. doi: 10.1037/spq0000309. Epub 2019 Feb 28.
[Correction Notice: An Erratum for this article was reported online in on Dec 30 2019 (see record 2019-80953-001). In the fourth paragraph of the "Understanding the Factors That Influence Usage" section and in the "Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS)" section, the URP-NEEDS was incorrectly reported to have 23 items. This measure consists of 24 items. This item was also missing in the Appendix under the "Understanding" factor: "School personnel understand how goals for social, emotional, and behavioral screening fit with a system of student supports." All versions of this article have been corrected.] Previous research has suggested that multiple factors beyond acceptability alone (e.g., feasibility, external supports) may interact to determine whether consumers will use an intervention or assessment in practice. The Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS) was developed in order to provide a simultaneous assessment of those factors influencing use of a particular approach to identifying and supporting the social, emotional, and behavioral needs of students. As the measure was intended for use with a range of school-based stakeholders, a first necessary step involved establishing the measurement invariance of the instrument. Participants in the current study included 1,112 district administrators, 431 building administrators, and 1,355 teachers who were asked to identify the approach used within their school district to identify and support the social, emotional, and behavioral needs of students, and then to complete the URP-NEEDS in reference to this identified approach. Results supported the measurement invariance of the URP-NEEDS across stakeholder groups. In addition, measurement invariance was found across self-identified approaches to social, emotional, and behavioral risk identification within the district administrator and teacher groups. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
[勘误通知：该文章的勘误报告于 2019 年 12 月 30 日在网上（见记录 2019-80953-001）报道。在“理解影响使用的因素”部分的第四段和“支持学生行为需求的使用评分概况（URP-NEEDS）”部分，URP-NEEDS 被错误地报告为有 23 项。该措施由 24 项组成。在“理解”因素下的附录中，也缺少这一项：“学校人员了解如何将社会、情感和行为筛查目标与学生支持系统相匹配。”本文的所有版本都已更正。] 先前的研究表明，除了可接受性之外，还有许多因素（例如可行性、外部支持）可能相互作用，从而决定消费者是否会在实践中使用干预或评估。开发支持学生行为需求的使用评分概况（URP-NEEDS）是为了同时评估影响特定方法使用的因素，以确定和支持学生的社会、情感和行为需求。由于该措施旨在用于一系列基于学校的利益相关者，因此首先需要确定该工具的测量不变性。本研究的参与者包括 1112 名地区管理人员、431 名建筑管理人员和 1355 名教师，他们被要求确定他们所在学区用于识别和支持学生社会、情感和行为需求的方法，然后根据确定的方法完成 URP-NEEDS。结果支持 URP-NEEDS 在利益相关者群体中的测量不变性。此外，在地区管理人员和教师群体中，还发现了自我识别的社会、情感和行为风险识别方法的测量不变性。（PsycINFO 数据库记录（c）2020 APA，保留所有权利）。
