Adjustment scales for preschool intervention: Extending validity and relevance across multiple perspectives
Version of Record online: 22 JUL 2004
Copyright © 2004 Wiley Periodicals, Inc.
Psychology in the Schools
Volume 41, Issue 7, pages 725–736, September 2004
How to Cite
Bulotsky-Shearer, R. and Fantuzzo, J. (2004), Adjustment scales for preschool intervention: Extending validity and relevance across multiple perspectives. Psychol. Schs., 41: 725–736. doi: 10.1002/pits.20018
- Issue online: 22 JUL 2004
- Version of Record online: 22 JUL 2004
A series of studies extended psychometric research on the Adjustment Scales for Preschool Intervention (ASPI). The ASPI is a multidimensional measure of preschool emotional and behavioral adjustment for use within formal early childhood educational programs. These studies used a multiple method, multisource approach to provide additional evidence for the reliability and validity of the ASPI. Findings documented inter-rater reliability of the ASPI across key informants within early childhood educational programs—teachers and teacher assistants. Findings supported concurrent validity of the ASPI with direct observations of preschool classroom adjustment problems and the developmentally salient constructs of temperament and emotion regulation. Implications for policy, practice, and future research are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 725–736, 2004.