Development and Validation of the Korean Implementation Fidelity Checklist of Tier 1 School-Wide Positive Behavior Support (KIFC-T1)
Eun JIn Chang
Sung-Doo Won
Kwang-Sun Cho Blair (University of South Florida)
Wonyoung Song (Konyang university)
Abstract
The purpose of this study was to validate the Korean Implementation Fidelity Checklist of Tier 1 School-Wide Positive Behavior Support (KIFC-T1) for use in the Korean educational system. Tier 1 support, which is universal supports, within a multi-tiered, school-wide positive behavior support (SWPBS) model, aims to provide support to and prevent problem behaviors among all students in a school. The initial KIFC-T1 consisted of 48 items and 11 factors and was developed based on a literature review. Its content was validated by experts. The validated KIFC-T1 was introduced to 185 special school teachers who had experience implementing SWPBS and who used the instrument to assess the degree to which their schools had implemented Tier 1 support. Based on their responses, the construct validity of the KIFC-T1 was examined using factor, item, and internal consistency reliability analyses. The concurrent validity of the tool was examined using the PBS Evaluation Tool, School Climate Questionnaire, School Discipline Practice Scale, and PBS Effectiveness Scale. The analyses revealed that KIFC-T1 had a stable five-factor structure with 35 items, had good reliability (Cronbach's α=.956, each factor's Cronbach's α=.834.951), and its results were statistically significantly correlated with those of the PBS Evaluation Tool, School Discipline Practice Scale, and the PBS Effectiveness Scale. However the KIFC-T1's results were not statistically significantly correlated with the results of the School Climate Questionnaire. These results suggest that KIFC-T1 is a reliable and valid tool for assessing the fidelity of universal support implementations.
- keywords
- school-wide positive behavior support, multi-tiered system of supports, tier 1 implementation fidelity, universal support
- Submission Date
- 2020-11-03
- Revised Date
- 2020-12-27
- Accepted Date
- 2020-12-27
Reference
김경민, 노진아 (2013). 학교폭력 예방을 위한방안으로서 학교차원의 긍정적 행동지원의 적용 가능성 탐색. 통합교육연구, 8(1), 44-67.
김경양, 남보람, 김영란, 박지연 (2010). 학교차원의 긍정적 행동지원에 관한 문헌연구:보편적 지원의 실행과 성과를 중심으로. 특수교육, 9(3), 117-140.
김미선, 송준만 (2006). 학교차원의 긍정적 행동지원이 초등학교 학생들의 문제행동과학교분위기에 미치는 영향. 특수교육학연구, 41(3), 207-227.
김보경, 박지연 (2017). 학년단위의 긍정적 행동지원을 통해 실시된 보편적 지원이 통합학급 초등학생의 사회적 능력, 수업참여행동 및 학교분위기에 대한 인식에 미치는 영향. 정서행동장애연구, 33(1), 85-105.
김영아 (2018). 유아 문제행동 지도를 위한 긍정적 행동지원 평가도구 개발. 미래유아교육학회지, 25(1), 159-182.
김예리, 박지연 (2017). 학년차원의 긍정적 행동지원을 통해 실시된 표적집단 중재 실행연구. 정서행동장애연구, 33(3), 297-324.
나현정, 장은진, 한미령, 조광순 (2018). 학급차원의 보편적 긍정적 행동지원이 초등학생들의 문제행동 감소와 학업수행 증진에미치는 영향. 한국심리학회지: 학교, 15(1), 91-109.
문병훈, 이영철 (2016). 학교차원의 긍정적 행동지원이 초등 지적장애학생과 비장애학생의 문제행동 및 학교생활 만족도에 미치는 영향. 특수교육학연구, 51(2), 71-92.
손경원, 주향란 (2012). 학교폭력 예방을 위한인성교육 기반 긍정적 행동지원의 이론과실제. 도덕윤리과교육, 37, 427-465.
유연재, 김완석 (2014). 마음챙김 소비 척도 개발과 타당화. 한국심리학회지: 소비자광고, 15(2), 307-331.
이효정, 김은혜 (2018). 학교차원의 긍정적 행동지원 실행 연구 최신 동향: 2012-2017년국내외 학술지를 중심으로. 정서행동장애연구, 34(1), 217-237.
장은진 (2017). 초등학교 학급차원의 보편적긍정적 행동지원 모형개발. 사회과학연구, 28(1), 175-191. 장은진, 이미영, 정재우, 조광순, 이동형, 송원
영, 한미령 (2018). 다층지원체계 중심의긍정적 행동지원에 관한 한국과 미국의실험연구 비교분석. 한국심리학회지: 학교, 15(3), 399-431.
정길순 (2011). 유아교육기관 차원의 긍정적 행동지원 평가 준거 개발. 공주대학교 대학원, 박사학위논문.
조성웅 (2011). 특성화고등학교 교사의 변화몰입과 교사효능감, 학교풍토 및 학교장 변혁적리더십의 인과적 관계. 서울대학교 대학원석사학위논문.
홍준표 (2009). 응용행동분석. 서울: 학지사.
Algozzine, R. E., Barrett, S., Eber, L., George, H., Horner, R. H., Lewis, T. J., . . . Sugai, G. (2014). SWPBIS Tiered Fidelity Inventory. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Available from https://www.pbis.org.
Bear, G., Yang, C., Harris, A., Mantz, L., Hearn, S., & Boyer, D. (2016). Technical manual for 2016 Delaware School Survey: Scales for school climate; bullying, victimization; student engagement;positive, punitive, and social learning techniques;and the Delaware social and emotional competencies scale. Newark, DE; Center for Disabilities Studies.
Caldarella, P., Shaizer, R. H., Gray, K. M., Young, K. R., & Young, E. L. (2011). The effects of school-wide positive behavior support on middle school climate and student outcomes. RMLE Online, 35(4), 1-14.
Cohen, R., Kincaid, D., & Childs, K. E. (2007). Measuring school-wide positive behavior support implementation: development and validation of Benchmarks of Quality. Journal of Positive Behavior Interventions, 9(4), 203-213.
Flannery, K. B., Fenning, P., Kato, M. M., & Mclntosh, K. (2014). Effects of school-wide positive behavior interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29(2), 111-124.
Gage, N. A., Lee, A., Grasley, N., & George, H. P. (2018). The impact of school-wide positive behavior interventions and supports on school suspensions: a statewide quasi-experimental analysis. Journal of Positive Behavior Interventions, 20(4), 1-10.
Horner, R. H. (2000). Positive behavior supports. Focus on Autism and Other Developmental Disabilities, 15(2), 97-105.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8), 1-14.
Johnson, B., Stevens, J., & Zvoch, K. (2007). Teachers' perceptions of school climate: a validity study of scores from the Revised School Level Environment Questionnaire. Educational and Psychological Measurement, 67(5), 833-844.
Kittelman, A., Eliason, B. M., Dickey, C. R., & Mclntosh, K. (2018). How are schools using the SWPBS Tiered Fidelity Inventory(TFI)? OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Available from https://www.pbis.org.
Lawshe, C. H. (1975). A quantitive approach to content validity 1. Personnel Psychology, 28(4), 563-575.
Mclntosh, K., Michelle, M. M., Algozzine, R. F., George, H. P., Horner, R. H., Lewis, T. J., & Swain-Bradway, J. (2017). Technical adequacy of the SWPBIS Tiered Fidelity Inventory. Journal of Positive Behavior Interventions, 19(1), 3-13.
Mercer, S. H., Mclntosh, K., & Hoselton, R. H. (2017). Comparability of fidelity measures for assessing tier 1 school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 19(4), 195-204.
Scheuerman, B. K. & Hall, J. A. (2009). 긍정적행동지원 행동중재를 위한 최신 이론과 실제 (김진호, 김미선, 김은경, 박지연 역). 서울: 시그마프레스 (2008).
Solomon, B. G., Klein, S. A., Hintze, J. M., Cressey, J. M., & Peller, S. L. (2012). A meta-analysis of school-wide positive behavior support: an exploratory study using single-case synthesis. Psychology in the School, 49(2), 105-121.
Solomon, B. G., Tobin, K. G. & Schutte, G. M. (2015). Examining the reliability and validity of the effective behavior support Self-Assessment Survey. Education and Treatment of Children, 38(2), 175-191.
Stormont, M., Lewis, T. J., Beckner, R., & John, N. W. (2015). 프로그램․학교차원의 긍정적 행동 지원 시스템을 실행하기 (노진아, 김연하 역). 서울: 시그마프레스. (2008).
Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., . . . Reuf, M. (2000). Applying positive behavior support and functional behavioral assessments in schools. Journal of Positive Behavior Interventions, 2(3), 131-143.
Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., . . . Warren, J. (2002). A blueprint for schoolwide positive behavior support: implementation of three components. Council for Exceptional Children, 68(3), 377-402.
- Downloaded
- Viewed
- 0KCI Citations
- 0WOS Citations