■循证实践态度量表(EBPAS)被广泛用于实施研究,但它还没有被改编和验证在普通教育教师中使用,他们最有可能在学校提供循证预防计划,青年接触社交的最常见环境,情感,和行为健康服务。
■以学校为基础的利益相关者和一个由在学校实施循证实践的专家组成的研究小组调整了针对教师的EBPAS(S-EBPAS)。将适应的仪器应用于普通教育教师(K-5年级)的代表性样本(n=441),以通过因子分析评估可靠性和内部一致性。S-EBPAS包括两种形式(即,EBP不可知和EBP特定的项目参考对象),因此,我们还进行了多组验证性因子分析(CFA),以确定两种形式之间的测量不变性.
■经过适应和改进后,一个9项,三因素结构得到证实,最终模型支持三个一阶因子,这些因子加载到二阶因子上,以捕获对采用基于证据的实践的态度。测量不变性的多组CFA分析表明,两种形式之间没有显着差异。
■总的来说,这项研究提供了一个简短的,灵活的仪器捕获态度,采用具有高可靠性和内部一致性的EBP,支持其在学校环境中实施循证实践的普通教育教师中的使用。
■循证实践态度量表(EBPAS)是衡量对循证实践(EBPs)态度的流行工具。该文书在实施举措期间提供了宝贵的信息,例如提供者或一线实施者对给定的实践是否有有利的态度。EBPAS已用于许多不同的设置,例如在社区精神健康诊所,医疗医院,在儿童福利方面。然而,它在学校的使用受到限制,它还没有经过普通教育教师的测试,他们是学校循证实践的关键实施者。为了相信乐器的分数是准确的,在将其扩展到新的人群和设置时,需要对其进行评估。确定这一点的一种流行方法是使用因子分析,在这项研究中使用。这项研究通过评估可靠性(即,准确性)和EBPAS在普通教育教师的代表性样本中的内部一致性。这项研究的结果表明,学校适应的EBPAS(S-EBPAS)是一个简短的,九项工具,提供教师对循证实践的态度的可靠估计。我们的结果还提供了证据,表明S-EBPAS可用于捕获对特定EBPs的态度以及对EBP不可知的态度。这项研究提供了一种灵活的工具,可供校本实施研究人员使用,从业者,以及实施项目多个阶段的中介机构,例如在探索采用新的EBP时。
UNASSIGNED: The Evidence-Based Practice Attitudes Scale (EBPAS) is widely used in implementation research, but it has not been adapted and validated for use among general education teachers, who are most likely to deliver evidence-based prevention programs in schools, the most common setting where youth access social, emotional, and behavioral health services.
UNASSIGNED: School-based stakeholders and a research team comprised of experts in the implementation of evidence-based practices in schools adapted the EBPAS for teachers (the S-EBPAS). The adapted instrument was administered to a representative sample (n = 441) of general education teachers (grades K-5) to assess the reliability and internal consistency via factor analyses. The S-EBPAS included two forms (i.e.,
EBP-agnostic and
EBP-specific item referents), therefore, a multiple-group confirmatory factor analysis (CFA) was also performed to establish measurement invariance between the two forms.
UNASSIGNED: After adaptation and refinement, a 9-item, 3-factor structure was confirmed, with the final model supporting three first-order factors that load onto a second-order factor capturing attitudes toward adopting evidence-based practices. Multiple-group CFA analyses of measurement invariance indicated there were no significant differences between the two forms.
UNASSIGNED: Overall, this study provides a brief, flexible instrument capturing attitudes toward adopting EBPs that has high reliability and internal consistency, which support its use among general education teachers in school settings implementing evidence-based practices.
UNASSIGNED: The Evidence-Based Practice Attitudes Scale (EBPAS) is a popular instrument for measuring attitudes toward evidence-based practices (EBPs). This instrument provides valuable information during implementation initiatives, such as whether providers or front-line implementers have favorable attitudes toward a given practice. The EBPAS has been used in many different settings, such as in community-based mental health clinics, medical hospitals, and in child welfare. However, it\'s use in schools has been limited, and it has not yet been tested with general education teachers, who are key implementers of evidence-based practices in schools. In order to trust that the scores from an instrument are accurate, it needs to be evaluated when scaling it out to new populations and settings. One popular method to determine this is to use factor analysis, which was employed in this study. This study fills the identified gap by assessing the reliability (i.e., accuracy) and internal consistency of the EBPAS among a representative sample of general education teachers. Findings from this study indicate that the school-adapted EBPAS (S-EBPAS) is a brief, nine-item instrument that provides a reliable estimate of teachers\' attitudes toward evidence-based practices. Our results also provide evidence that the S-EBPAS can be used to capture attitudes toward specific EBPs as well as attitudes toward
EBP-agnostic. This study provides a flexible instrument that can be used by school-based implementation researchers, practitioners, and intermediaries at multiple phases of implementation projects, such as when exploring a new
EBP to adopt.