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The Validity and Reliability of the Teacher Knowledge and Skills Survey for Positive Behavior Support

Illinois State University

Douglas Cheney

University of Washington

In this study, the authors evaluated the empirical properties of the 33-item Teacher Knowledge and Skills Survey (TKSS) 2.0 for positive behavioral support (PBS) in schools. Through an examination of internal consistency and confirmatory factor analysis (CFA) of the theorized construct, the construct validity of the survey was evaluated. Results indicate that the instrument had strong internal consistency and that the CFA supported the hypothesized Comprehensive Model to have a good fit with robust estimators (Comparative Fit Index = .952). The five factors in the Comprehensive Model are (a) Specialized Behavior Supports and Practices, (b) Targeted Intervention Supports and Practices, (c) Schoolwide Discipline Process, (d) Individualized Curriculum and Support Practices, and (e) Positive Classroom Supports and Practices. The authors discuss these findings and provide recommendations on how the TKSS 2.0 can be used in professional development and preservice education programs.

Key Words: positive behavior support • teacher education • assessment

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 32, No. 3, 239-256 (2009)
DOI: 10.1177/0888406409340013


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