TY - JOUR
T1 - Development and initial validation of the Spanish form of the adjustment scales for preschool intervention (ASPI)
AU - Bulotsky-Shearer, Rebecca J.
AU - McDermott, Paul A.
AU - Lopez, Michael
AU - Gort, Mileidis
AU - Bouza, Johayra
AU - Fernandez, Veronica
AU - Bichay-Awadalla, Krystal
N1 - Funding Information:
This research project was funded by the Institute for Education Sciences, Goal 5 Measurement Development Research Grant, Early Childhood Programs and Policies ( R305A1100233 ), awarded to the first, second, third, and fourth authors. A very special thank you to the Miami-Dade County Human Services Action Agency Head Start/Early Head Start Program for their collaboration in this project.
Publisher Copyright:
© 2020 Society for the Study of School Psychology
PY - 2021/2
Y1 - 2021/2
N2 - The purpose of the study was to develop and validate a Spanish language form of the Adjustment Scales for Preschool Intervention (ASPI) for use by early childhood teachers. A multi-step, mixed method adaptation and translation process of the English form was used to increase the cultural relevance, linguistic comparability, and metric equivalence of the measure in its Spanish language form. Exploratory and confirmatory factor analyses in a diverse sample of preschool children from low-income families (N = 4077) revealed two higher order behavioral dimensions of Overactivity and Underactivity. ASPI dimension scores across Spanish and English language forms were horizontally equated through IRT. Criterion-related validity using multilevel models was established through concurrent associations with social, emotional, behavioral, and academic readiness skills. Policy and practice applications, and future directions for the use of scale scores are discussed.
AB - The purpose of the study was to develop and validate a Spanish language form of the Adjustment Scales for Preschool Intervention (ASPI) for use by early childhood teachers. A multi-step, mixed method adaptation and translation process of the English form was used to increase the cultural relevance, linguistic comparability, and metric equivalence of the measure in its Spanish language form. Exploratory and confirmatory factor analyses in a diverse sample of preschool children from low-income families (N = 4077) revealed two higher order behavioral dimensions of Overactivity and Underactivity. ASPI dimension scores across Spanish and English language forms were horizontally equated through IRT. Criterion-related validity using multilevel models was established through concurrent associations with social, emotional, behavioral, and academic readiness skills. Policy and practice applications, and future directions for the use of scale scores are discussed.
KW - Factor analysis
KW - Head start
KW - Item response theory
KW - Measurement development
KW - Socioemotional adjustment
KW - Spanish translation and adaptation
KW - Teacher rating
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U2 - 10.1016/j.jsp.2020.11.003
DO - 10.1016/j.jsp.2020.11.003
M3 - Article
C2 - 33581767
AN - SCOPUS:85099626338
VL - 84
SP - 124
EP - 142
JO - Journal of School Psychology
JF - Journal of School Psychology
SN - 0022-4405
ER -