MARC 主機 00000nam a2200517K 4500
001 AAI13810223
005 20210510090027.5
006 m o d
007 cr mn ---uuuuu
008 210510s2019 xx sbm 000 0 eng d
020 9781392059807
035 (MiAaPQ)AAI13810223
035 (MiAaPQ)oregon:12409
040 MiAaPQ|beng|cMiAaPQ|dNTU
100 1 Kim, Jerin
245 10 Predictive and Concurrent Validity of the Tiered Fidelity
Inventory (TFI)
264 0 |c2019
300 1 online resource (206 pages)
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
500 Source: Dissertations Abstracts International, Volume: 80-
11, Section: A
500 Publisher info.: Dissertation/Thesis
500 Advisor: McIntosh, Kent
502 Thesis (Ph.D.)--University of Oregon, 2019
504 Includes bibliographical references
520 This study evaluated the predictive and concurrent
validity of the Tiered Fidelity Inventory (TFI).
Structural equation modeling was applied to test the
associations between the TFI and student outcomes. First,
a total of 1,691 schools with TFI Tier 1 in 2016-17 and
school-wide discipline outcomes in 2015-16 and 2016-17
were targeted, finding a negative association between TFI
Tier 1 and differences between African American and non-
African American students in major office discipline
referrals (ODR) per 100 students per day in elementary
schools. A sensitivity test with schools with TFI Tier 1,
2, and 3 was conducted, showing a negative association
between TFI Tier 1 and the square root of major ODR rates
in elementary schools. Second, TFI Tier 1 was positively
related to the proportions of students meeting or
exceeding state-wide standards in reading from 1,361
schools with TFI Tier 1 and academic outcomes in 2014-15
and 2015-16. Also, the association between TFI Tier 1 and
academic outcomes was found to be stronger when schools
implemented SWPBIS for 6 or more years. A sensitivity test
with schools with TFI Tier 1, 2, and 3 indicated positive
associations between TFI Tier 1 and the proportions of
students meeting or exceeding state-wide standards in both
subjects. Third, TFI Tier2 was positively associated with
the logit of proportions of students with CICO daily
points from 570 schools with TFI Tier 2 in 2016-17 and
CICO outcomes in 2015-16 and 2016-17. Fourth, correlations
between the Evaluation subscale of TFI Tier 1 or 2 and
relevant measures in 2016-17 were tested from 2,379
schools. TFI Tier 1 Evaluation was positively correlated
with counts of TFI administrations, number of fidelity
measures, and counts of viewing SWIS Reports. These
correlations were significant except for ODRs by staff.
Also, TFI Tier 2 Evaluation was significantly positively
correlated with years of SWPBIS implementation, years of
CICO-SWIS implementation, and counts of viewing CICO
Reports except student period, and negatively with counts
of viewing student single period. These findings were
discussed by comparing them with previous research
findings, suggesting implications for future research and
practice, and addressing research limitations
533 Electronic reproduction.|bAnn Arbor, Mich. :|cProQuest,
|d2021
538 Mode of access: World Wide Web
650 4 Educational evaluation
650 4 Special education
650 4 Behavioral Sciences
653 Concurrent validity
653 Fidelity of implementation
653 Multi-tiered support system
653 Positive behavioral interventions and supports
653 Predictive validity
653 Tiered fidelity inventory
655 7 Electronic books.|2local
690 0443
690 0529
690 0602
710 2 ProQuest Information and Learning Co
710 2 University of Oregon.|bSpecial Education and Clinical
Sciences
773 0 |tDissertations Abstracts International|g80-11A
856 40 |uhttps://pqdd.sinica.edu.tw/twdaoapp/servlet/
advanced?query=13810223|zclick for full text (PQDT)
912 圖書館PQDT110|b1110406
