Preschool Classroom Behavior in Context: Development and Validation of the Spanish Form of the Adjustment Scales for Preschool Intervention (ASPI)

Authors

Rebecca Jane Bulotsky-Shearer, University of MiamiFollow
Paul A. McDermott, University of Pennsylvania
Jenna Futterer, County of Orange Social Services Agency
Michael Lopez, University of Chicago, Bethesda
Mileidis Gort, University of Colorado, Boulder

Abstract

The purpose of the study was to validate the context scale scores for the Spanish language form of the Adjustment Scales for Preschool Intervention (ASPI) for use by early childhood teachers from Spanish-speaking backgrounds. Exploratory and confirmatory factor analyses in a diverse sample of preschool children from low-income families (N = 4,077) revealed two dimensions of context scales of behavioral adjustment: Problems in Preschool Classroom Contexts Requiring Disciplined Behavior and Problems in Contexts Requiring Engaged Behavior. ASPI dimension scores across Spanish and English language forms were horizontally equated through item response theory (IRT). Criterion-related validity using multilevel models was established through concurrent associations with teacher ratings, classroom observations, and direct assessments of social, emotional, behavioral, and academic readiness skills. Policy and practice applications and future directions for the use of context scores are discussed.

Recommended Citation

Bulotsky-Shearer, Rebecca Jane; McDermott, Paul A.; Futterer, Jenna; Lopez, Michael; and Gort, Mileidis (2024) "Preschool Classroom Behavior in Context: Development and Validation of the Spanish Form of the Adjustment Scales for Preschool Intervention (ASPI)," Archives of Assessment Psychology: Vol. 14, Article 1.
Available at: https://nsuworks.nova.edu/psyassessment/vol14/iss1/1