Development and Initial Validation of Scores on the School Counselor/MTSS Alignment Scale
Saved in:
| Title: | Development and Initial Validation of Scores on the School Counselor/MTSS Alignment Scale |
|---|---|
| Language: | English |
| Authors: | Emily Goodman-Scott (ORCID |
| Source: | Journal of Positive Behavior Interventions. 2026 28(3):206-217. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Measures (Individuals), Test Construction, Test Validity, Scores, School Counselors, Multi Tiered Systems of Support, Factor Structure |
| DOI: | 10.1177/10983007251373066 |
| ISSN: | 1098-3007 1538-4772 |
| Abstract: | Multi-tiered Systems of Supports (MTSS) is a framework for organizing and providing school-based support in various areas such as academics, behavior, social and emotional development, and mental health. A foundational aspect of MTSS is evaluation, including the fidelity of alignment. For over a decade, scholars have proposed frameworks for school counselor (SC)/MTSS alignment. However, the extant literature is missing an assessment with valid scores for measuring SC/MTSS alignment. Accordingly, the aim of the present study was to develop and validate scores on the School Counselor/MTSS Alignment Scale (SC/MTSS-AS), a newly developed assessment for measuring SC/MTSS alignment among three independent U.S. national samples of SCs. The three following aims of this study included: (a) testing the dimensionality of scores on the SC/MTSS-AS, (b) confirming the emergent factor structure with a second independent sample of SCs, and (c) testing the convergent validity of scores on the SC/MTSS-AS. Results of internal structure validity testing revealed and confirmed a five-dimensional MTSS alignment model, including a higher-order latent factor of total MTSS alignment. Convergent validity testing also supported the psychometric properties of the SC/MTSS-AS. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508806 |
| Database: | ERIC |
| Abstract: | Multi-tiered Systems of Supports (MTSS) is a framework for organizing and providing school-based support in various areas such as academics, behavior, social and emotional development, and mental health. A foundational aspect of MTSS is evaluation, including the fidelity of alignment. For over a decade, scholars have proposed frameworks for school counselor (SC)/MTSS alignment. However, the extant literature is missing an assessment with valid scores for measuring SC/MTSS alignment. Accordingly, the aim of the present study was to develop and validate scores on the School Counselor/MTSS Alignment Scale (SC/MTSS-AS), a newly developed assessment for measuring SC/MTSS alignment among three independent U.S. national samples of SCs. The three following aims of this study included: (a) testing the dimensionality of scores on the SC/MTSS-AS, (b) confirming the emergent factor structure with a second independent sample of SCs, and (c) testing the convergent validity of scores on the SC/MTSS-AS. Results of internal structure validity testing revealed and confirmed a five-dimensional MTSS alignment model, including a higher-order latent factor of total MTSS alignment. Convergent validity testing also supported the psychometric properties of the SC/MTSS-AS. |
|---|---|
| ISSN: | 1098-3007 1538-4772 |
| DOI: | 10.1177/10983007251373066 |
