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Examining the Psychometric Properties of the Problem-Solving Team Effectiveness Scale--Revised

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Title: Examining the Psychometric Properties of the Problem-Solving Team Effectiveness Scale--Revised
Language: English
Authors: Kristy L. Brann (ORCID 0000-0002-3963-6757), Katya Sussman-Dawson, Michael W. Bahr (ORCID 0000-0001-8484-8292), Hannah R. Rose, Mary Edwin (ORCID 0000-0002-3542-5856)
Source: Psychology in the Schools. 2026 63(6):1020-1032.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Psychometrics, Measures (Individuals), Problem Solving, Teamwork, Program Effectiveness, Intervention, Multi Tiered Systems of Support, Test Construction, Decision Making, Minority Group Students, Integrity, Test Reliability, Construct Validity, Best Practices, School Psychologists, Professional Development
DOI: 10.1002/pits.70146
ISSN: 0033-3085
1520-6807
Abstract: As schools refine problem-solving processes within a Multi-Tiered Systems of Support (MTSS) framework, a brief, psychometrically-sound measure that evaluates effective intervention practices is needed. The Problem-Solving Team Effectiveness Scale was one such measure, but clinical feedback and comparison to best practices suggested a need to update the measure. The current study outlines the development of the Problem-Solving Team Effectiveness Scale-Revised and examines psychometric properties with a sample of 492 school counselors and school psychologists. We found evidence supporting four factors: Acceptability and Feasibility, Data-Based Decision Making, Services to Minoritized Students, and Intervention Knowledge and Integrity. Scale reliability was adequate, and subtest intercorrelations and regression analyses with related measures provided initial evidence of construct validity. For further validity evidence, the survey differentiated between MTSS implementation stages. We review implications for problem-solving teams monitoring effective practices and describe future research directions.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504537
Database: ERIC
FullText Text:
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  Data: Examining the Psychometric Properties of the Problem-Solving Team Effectiveness Scale--Revised
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  Data: <searchLink fieldCode="AR" term="%22Kristy+L%2E+Brann%22">Kristy L. Brann</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3963-6757">0000-0002-3963-6757</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katya+Sussman-Dawson%22">Katya Sussman-Dawson</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+W%2E+Bahr%22">Michael W. Bahr</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8484-8292">0000-0001-8484-8292</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hannah+R%2E+Rose%22">Hannah R. Rose</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+Edwin%22">Mary Edwin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3542-5856">0000-0002-3542-5856</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2026 63(6):1020-1032.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/pits.70146
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  Data: As schools refine problem-solving processes within a Multi-Tiered Systems of Support (MTSS) framework, a brief, psychometrically-sound measure that evaluates effective intervention practices is needed. The Problem-Solving Team Effectiveness Scale was one such measure, but clinical feedback and comparison to best practices suggested a need to update the measure. The current study outlines the development of the Problem-Solving Team Effectiveness Scale-Revised and examines psychometric properties with a sample of 492 school counselors and school psychologists. We found evidence supporting four factors: Acceptability and Feasibility, Data-Based Decision Making, Services to Minoritized Students, and Intervention Knowledge and Integrity. Scale reliability was adequate, and subtest intercorrelations and regression analyses with related measures provided initial evidence of construct validity. For further validity evidence, the survey differentiated between MTSS implementation stages. We review implications for problem-solving teams monitoring effective practices and describe future research directions.
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      – SubjectFull: Measures (Individuals)
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