Abstract
A series of studies extended psychometric research on the Adjustment Scales for Preschool Intervention (ASPI). The ASPI is a multidimensional measure of preschool emotional and behavioral adjustment for use within formal early childhood educational programs. These studies used a multiple method, multisource approach to provide additional evidence for the reliability and validity of the ASPI. Findings documented inter-rater reliability of the ASPI across key informants within early childhood educational programs - teachers and teacher assistants. Findings supported concurrent validity of the ASPI with direct observations of preschool classroom adjustment problems and the developmentally salient constructs of temperament and emotion regulation. Implications for policy, practice, and future research are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 725-736 |
| Number of pages | 12 |
| Journal | Psychology in the Schools |
| Volume | 41 |
| Issue number | 7 |
| DOIs | |
| State | Published - Sep 1 2004 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Psychology(all)
- Developmental and Educational Psychology
Cite this
Adjustment scales for preschool intervention : Extending validity and relevance across multiple perspectives. / Shearer, Rebecca; Fantuzzo, John.
In: Psychology in the Schools, Vol. 41, No. 7, 01.09.2004, p. 725-736.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Adjustment scales for preschool intervention
T2 - Extending validity and relevance across multiple perspectives
AU - Shearer, Rebecca
AU - Fantuzzo, John
PY - 2004/9/1
Y1 - 2004/9/1
N2 - A series of studies extended psychometric research on the Adjustment Scales for Preschool Intervention (ASPI). The ASPI is a multidimensional measure of preschool emotional and behavioral adjustment for use within formal early childhood educational programs. These studies used a multiple method, multisource approach to provide additional evidence for the reliability and validity of the ASPI. Findings documented inter-rater reliability of the ASPI across key informants within early childhood educational programs - teachers and teacher assistants. Findings supported concurrent validity of the ASPI with direct observations of preschool classroom adjustment problems and the developmentally salient constructs of temperament and emotion regulation. Implications for policy, practice, and future research are discussed.
AB - A series of studies extended psychometric research on the Adjustment Scales for Preschool Intervention (ASPI). The ASPI is a multidimensional measure of preschool emotional and behavioral adjustment for use within formal early childhood educational programs. These studies used a multiple method, multisource approach to provide additional evidence for the reliability and validity of the ASPI. Findings documented inter-rater reliability of the ASPI across key informants within early childhood educational programs - teachers and teacher assistants. Findings supported concurrent validity of the ASPI with direct observations of preschool classroom adjustment problems and the developmentally salient constructs of temperament and emotion regulation. Implications for policy, practice, and future research are discussed.
UR - http://www.scopus.com/inward/record.url?scp=4544226889&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=4544226889&partnerID=8YFLogxK
U2 - 10.1002/pits.20018
DO - 10.1002/pits.20018
M3 - Article
VL - 41
SP - 725
EP - 736
JO - Psychology in the Schools
JF - Psychology in the Schools
SN - 0033-3085
IS - 7
ER -