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Adaptation of the Teacher Impression Scale for Use in Swedish Preschool Programs: Psychometric Properties
Stockholm University, Faculty of Social Sciences, Department of Special Education.ORCID iD: 0000-0002-0056-2666
Stockholm University, Faculty of Social Sciences, Department of Special Education.ORCID iD: 0000-0003-2396-4710
Stockholm University, Faculty of Social Sciences, Department of Special Education.ORCID iD: 0000-0002-3282-5635
University of North Carolina at Chapel Hill, USA.
2020 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

Rationale: Designing programs to support peer social interaction of young children with special educational needs (SEN) and other social challenges requires systematic assessment of social performance.  Observational assessment in authentic preschool settings is a primary way of collecting this information, but to date few psychometrically validated measures exist.  The Teacher Impression Scale (TIS) is one measure designed for this purpose, however, to date its use internationally has been limited.  The purpose of this poster presentation will be to describe the adaptation of the TIS for use in Swedish preschool programs and examine the psychometric qualities.

Objectives: To adapt the TIS-scale for use in Swedish preschool programs, and to examine the psychometric qualities of the adapted instrument.

Description: The TIS (Odom et al., 1997) is an observer impression scale consisting of 16-items, rated on a five-point Likert format (1 = never performs skill, to 5 = frequently performs skill). The scale requires teachers or other service providers to observe a single child during play with peers for a five-minute period, three to four times per week, for two weeks. At the end of each single observational sample, the observer completes the rating scale, and then computes a mean rating after all the observations were completed.  In the current study, the researchers translated and modified items to fit the Swedish context (Teacher Impression Scale-Swedish, or TIS-S).  They then had teachers complete the TIS-S for 16 children with SENs and 16 without SENs enrolled, aged 3 to 5, in 12 preschools.  To assess reliability, the authors conducted Cronbach alphas; yield a coefficient of .97 for the entire scale. To assess construct validity, they conducted a principal components analysis that explained 76.4% of the variance and had factor loadings across items ranging from .75 to .91. In addition, as an assessment of criterion-related validity, the authors used a matched t-test to examine the difference in mean TIS scores for the children with special education needs (mean =43.3, sd = 11.46) and their peers (mean = 70.3, sd = 9.0), yielding a significant difference between groups (p < .001). Teachers also completed a social validity rating questionnaire, with the majority of teachers rating “to a high extent” that the scale “was in agreement with their understand of peer interaction”, “was useful for observing children”, and “helped identify children’s strengths and needs for support.”

Questions for the CRIEI Audience: 1. Do the items of the TIS-S fit with your conceptualization of prosocial peer interaction of young children?  2. Does these results convince you that the TIS-S is a psychometrically strong instrument? 3.  Would an instrument like the TIS be of use for teachers in inclusive preschool classes?

Key references

Odom, S L., McConnell, S R., Ostrosky, M., Peterson, C., Skellenger, A., Spicuzza, R., Chandler, L., & McEvoy, M. (1997). Play Time/Social Time: Organizing Your Classroom To Build Interaction Skills.Institute of community integration (UAP), University of Minnesota.

Siljehag, E., & Allodi Westling, M. (2016). Translation to Swedish of Teacher Impression Scale. Unpublished manuscript. Department of Special Education, Stockholm University, Stockholm, Sweden.

Acknowledgments: The study was conducted during autumn 2017. Conference participation was granted by Lars Hierta Memorial Foundation scholarship [FO2019-0404] and grant from Swedish Institute for Educational Research [2018-00018]. Collaboration grants [SU FV-2.1.1-2017-16] from Clas Groschinskys Foundation supported translations of the Play/Time Social/Time-program of which TIS is a part, SF 1730.

Place, publisher, year, edition, pages
2020.
National Category
Other Social Sciences not elsewhere specified
Research subject
Special Education
Identifiers
URN: urn:nbn:se:su:diva-180203OAI: oai:DiVA.org:su-180203DiVA, id: diva2:1416170
Conference
Conference on Research Innovations in Early Intervention CRIEI 2020, 27 – 29 February, San Diego, California, USA
Funder
Lars Hierta Memorial Foundation, FO2019-0404Swedish Institute for Educational Research, 2018-00018Available from: 2020-03-22 Created: 2020-03-22 Last updated: 2020-03-26

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