Abstract
This study examined the viability of a brief, parent-reported strengths and needs assessment as the first step in a multiple-gating approach to proactive positive behavior support for families. The Positive Family Support–Strengths and Needs Assessment (PFS-SaNA) was designed to collaboratively engage parents early in the school year in a home–school coordinated Positive Family Support (PFS) system. In this study, we evaluated the reliability and validity of the PFS-SaNA in the context of public middle schools. Findings suggest that the 14-item, unidimensional PFS-SaNA shows convergent validity with teacher ratings of risk. It can be easily and cost-effectively used by school personnel when parents register their children for school at the beginning of each school year.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 230-240 |
| Number of pages | 11 |
| Journal | Journal of Positive Behavior Interventions |
| Volume | 18 |
| Issue number | 4 |
| DOIs | |
| State | Published - Oct 1 2016 |
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Keywords
- family engagement
- multiple gating
- positive behavior support
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health
- Developmental and Educational Psychology
- Applied Psychology
Cite this
Proactive Parent Engagement in Public Schools : Using a Brief Strengths and Needs Assessment in a Multiple-Gating Risk Management Strategy. / Moore, Kevin J.; Garbacz, S. Andrew; Gau, Jeff M.; Dishion, Thomas J.; Brown, Kimbree L.; Stormshak, Elizabeth A.; Seeley, John R.
In: Journal of Positive Behavior Interventions, Vol. 18, No. 4, 01.10.2016, p. 230-240.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Proactive Parent Engagement in Public Schools
T2 - Using a Brief Strengths and Needs Assessment in a Multiple-Gating Risk Management Strategy
AU - Moore, Kevin J.
AU - Garbacz, S. Andrew
AU - Gau, Jeff M.
AU - Dishion, Thomas J.
AU - Brown, Kimbree L.
AU - Stormshak, Elizabeth A.
AU - Seeley, John R.
PY - 2016/10/1
Y1 - 2016/10/1
N2 - This study examined the viability of a brief, parent-reported strengths and needs assessment as the first step in a multiple-gating approach to proactive positive behavior support for families. The Positive Family Support–Strengths and Needs Assessment (PFS-SaNA) was designed to collaboratively engage parents early in the school year in a home–school coordinated Positive Family Support (PFS) system. In this study, we evaluated the reliability and validity of the PFS-SaNA in the context of public middle schools. Findings suggest that the 14-item, unidimensional PFS-SaNA shows convergent validity with teacher ratings of risk. It can be easily and cost-effectively used by school personnel when parents register their children for school at the beginning of each school year.
AB - This study examined the viability of a brief, parent-reported strengths and needs assessment as the first step in a multiple-gating approach to proactive positive behavior support for families. The Positive Family Support–Strengths and Needs Assessment (PFS-SaNA) was designed to collaboratively engage parents early in the school year in a home–school coordinated Positive Family Support (PFS) system. In this study, we evaluated the reliability and validity of the PFS-SaNA in the context of public middle schools. Findings suggest that the 14-item, unidimensional PFS-SaNA shows convergent validity with teacher ratings of risk. It can be easily and cost-effectively used by school personnel when parents register their children for school at the beginning of each school year.
KW - family engagement
KW - multiple gating
KW - positive behavior support
UR - http://www.scopus.com/inward/record.url?scp=84987790547&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84987790547&partnerID=8YFLogxK
U2 - 10.1177/1098300716632590
DO - 10.1177/1098300716632590
M3 - Article
VL - 18
SP - 230
EP - 240
JO - Journal of Positive Behavior Interventions
JF - Journal of Positive Behavior Interventions
SN - 1098-3007
IS - 4
ER -