Corbin Catherine M, Ehrhart Mark G, Brown Eric C, Locke Jill, Cook Clayton R, Aarons Gregory A, Lyon Aaron R
School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, Norman Hall Rm. 1801, Gainesville, FL32611, 1801, USA.
Department of Psychology, University of Central Florida, Orlando, FL, USA.
Implement Sci Commun. 2025 May 26;6(1):64. doi: 10.1186/s43058-025-00748-3.
Employee behaviors that strategically support implementation (i.e., implementation citizenship behavior [ICB]) theoretically promote the adoption and high-fidelity use of evidence-based practices (EBPs). ICB (e.g., helping colleagues overcome implementation barriers) may vary across contexts, including schools where children are most likely to access and receive mental and behavioral health services. Pragmatic measures are needed to advance nascent research on school-based ICB and inform how these behaviors can be used to support successful implementation. The current study expanded the Implementation Citizenship Behavior Scale (ICBS) to create and validate the School Implementation Citizenship Behavior Scale (SICBS) in a sample of elementary school teachers implementing evidence-based prevention programs to support children's mental and behavioral health.
Based on subject matter expert feedback, items were refined from the original ICBS and items for two new subscales (taking initiative, advocacy) were created for the SICBS. A sample of 441 public school teachers from 52 elementary schools in the Midwest and Western United States of America completed a survey that included the SICBS and additional measures to assess convergent and divergent validity. SICBS was refined and validated via examination of item characteristics curves to reduce items and develop a pragmatic instrument, confirmatory factor analyses to evaluate the hypothesized measurement structure, and assessment of convergent and divergent validity.
The original two ICBS subscales (helping others, keeping informed) were retained, and two new three-item subscales resulted from item reduction analyses (taking initiative, advocacy). The hypothesized second-order factor model was generally well fit to the data (CFI = .99, TLI = .99, RMSEA = .09), all first- (λs = .85-.96) and second-order factor loadings (λs = .93-.95) were high. All SICBS subscales demonstrated acceptable reliability (αs = .88-.92). Convergent validity was evidenced by moderate correlations with organizational citizenship behavior items (rs = .42-.49). Divergent validity was demonstrated by weak correlations with teachers' beliefs about teaching (rs = .31-.38) and null correlations with most school demographics.
Results support the structural, convergent, and divergent validity of the 12-item, 4-factor SICBS. The SICBS provides a deeper understanding of individual implementer actions that may serve as implementation mechanisms or outcomes.
从战略上支持实施的员工行为（即实施公民行为[ICB]）理论上会促进循证实践（EBP）的采用和高保真使用。ICB（例如，帮助同事克服实施障碍）可能因情境而异，包括儿童最有可能获得和接受心理与行为健康服务的学校。需要采取务实的措施来推进关于学校ICB的初步研究，并告知如何利用这些行为来支持成功实施。本研究扩展了实施公民行为量表（ICBS），在实施循证预防项目以支持儿童心理与行为健康的小学教师样本中创建并验证了学校实施公民行为量表（SICBS）。
根据主题专家的反馈，对原始ICBS的项目进行了完善，并为SICBS创建了两个新子量表（主动行动、倡导）的项目。来自美国中西部和西部52所小学的441名公立学校教师完成了一项调查，该调查包括SICBS以及用于评估聚合效度和区分效度的其他测量工具。通过检查项目特征曲线以减少项目数量并开发一种实用工具、进行验证性因素分析以评估假设的测量结构以及评估聚合效度和区分效度，对SICBS进行了完善和验证。
保留了原始的两个ICBS子量表（帮助他人、了解情况），通过项目减少分析产生了两个新的三项子量表（主动行动、倡导）。假设的二阶因素模型总体上与数据拟合良好（CFI = 0.99，TLI = 0.99，RMSEA = 0.09），所有一阶（λs = 0.85 - 0.96）和二阶因素负荷（λs = 0.93 - 0.95）都很高。所有SICBS子量表都显示出可接受的信度（αs = 0.88 - 0.92）。与组织公民行为项目的中度相关性证明了聚合效度（rs = 0.42 - 0.49）。与教师教学信念的弱相关性（rs = 0.31 - 0.38）以及与大多数学校人口统计学指标的零相关性证明了区分效度。
结果支持了12项、4因素SICBS的结构效度、聚合效度和区分效度。SICBS能更深入地理解可能作为实施机制或结果的个体实施者行为。
