Development and initial validation of the Spanish form of the adjustment scales for preschool intervention (ASPI)

Rebecca J. Bulotsky-Shearer, Paul A. McDermott, Michael Lopez, Mileidis Gort, Johayra Bouza, Veronica Fernandez, Krystal Bichay-Awadalla

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)124-142
Number of pages19
JournalJournal of School Psychology
Volume84
DOIs
StatePublished - Feb 2021
Externally publishedYes

Keywords

  • Factor analysis
  • Head start
  • Item response theory
  • Measurement development
  • Socioemotional adjustment
  • Spanish translation and adaptation
  • Teacher rating

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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