This study represents a quasi-replication of Lane et al. (2009) investigation into the psychometric properties of the Primary Intervention Rating Scale (PIRS). This rating scale was designed to assess the social validity of primary to high school level Positive Behavior Support intervention plans completed by academic staff. Lane's results indicated the PIRS was a one- factor measure with strong reliability and structural validity. To substantiate these findings an adapted version of the PIRS was distributed to teachers from one Utah school district.Quantitative data and additional comments were collected from elementary and middle school teachers. The results were computed using a series of statistical analyses including Exploratory and Confirmatory Factor Analysis and Cronbach's Alpha. Teacher comments were used to provide additional feedback and to examine trends. Results confirmed the Lane et al. findings that the PIRS is a one factor measure with strong internal consistency. Results also indicated that the school district's PBS prevention plan was socially valid from the teachers' perspective.
College and Department
David O. McKay School of Education; Educational Inquiry, Measurement, and Evaluation
BYU ScholarsArchive Citation
Wright, Jason Leonard, "Using Social Validity to Examine Teacher Perspectives of Positive Behavior Intervention Support Programs: A Quasi-Replication Study" (2015). Theses and Dissertations. 6179.
factor analysis, positive behavior interventions support, social validity