View in EDS

Development and Initial Validation of Scores on the School Counselor/MTSS Alignment Scale

Saved in:
Bibliographic Details
Title: Development and Initial Validation of Scores on the School Counselor/MTSS Alignment Scale
Language: English
Authors: Emily Goodman-Scott (ORCID 0000-0003-4129-3308), Michael T. Kalkbrenner, Jacob Olsen, Jennifer Betters-Bubon
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1508806
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Development and Initial Validation of Scores on the School Counselor/MTSS Alignment Scale
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Emily+Goodman-Scott%22">Emily Goodman-Scott</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4129-3308">0000-0003-4129-3308</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+T%2E+Kalkbrenner%22">Michael T. Kalkbrenner</searchLink><br /><searchLink fieldCode="AR" term="%22Jacob+Olsen%22">Jacob Olsen</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+Betters-Bubon%22">Jennifer Betters-Bubon</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Positive+Behavior+Interventions%22"><i>Journal of Positive Behavior Interventions</i></searchLink>. 2026 28(3):206-217.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22School+Counselors%22">School Counselors</searchLink><br /><searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Structure%22">Factor Structure</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/10983007251373066
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1098-3007<br />1538-4772
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1508806
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1508806
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/10983007251373066
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 206
    Subjects:
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Test Construction
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: School Counselors
        Type: general
      – SubjectFull: Multi Tiered Systems of Support
        Type: general
      – SubjectFull: Factor Structure
        Type: general
    Titles:
      – TitleFull: Development and Initial Validation of Scores on the School Counselor/MTSS Alignment Scale
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Emily Goodman-Scott
      – PersonEntity:
          Name:
            NameFull: Michael T. Kalkbrenner
      – PersonEntity:
          Name:
            NameFull: Jacob Olsen
      – PersonEntity:
          Name:
            NameFull: Jennifer Betters-Bubon
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1098-3007
            – Type: issn-electronic
              Value: 1538-4772
          Numbering:
            – Type: volume
              Value: 28
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Positive Behavior Interventions
              Type: main
ResultId 1