{"id":{"repo_id":"chapman","oai_identifier":"oai:digitalcommons.chapman.edu:education_dissertations-1066"},"canonical_url":"https://search.dev.ndltd.org/etd/chapman/oai:digitalcommons.chapman.edu:education_dissertations-1066","repository":{"repo_id":"chapman","name":"Chapman University","base_url":"https://digitalcommons.chapman.edu/do/oai/"},"display":{"title":"Generalizability of the Scale of Teachers’ Attitudes Towards Inclusive Classrooms (STATIC) to School Psychologists","abstract":"<p>The purpose of this study was to extend Sugita and Busse’s (2015, 2016) work on the <em>Scale of Teachers’ Attitudes towards Inclusive Classrooms</em> (STATIC) to school psychologists. This study sought to answer the following research questions: (1) What is the potential factor structure of the STAITC with a sample of school psychologists?; (2) What is the internal consistency of the STATIC when used with school psychologists?; and (3) Are there differences between school psychologists and teachers in relation to attitudes toward inclusive education?</p> <p>An expert panel was utilized to create an adapted version of the STATIC for school psychologists. Responses from California-based school psychologists (<em>N</em> = 76) were analyzed through an exploratory factor analysis (EFA) with varimax rotation. The EFA resulted in a 4-factor structure accounting for 53.22% of the variance. The newly adapted scale was deemed the <em>Scale of School Psychologists’ Attitudes Towards Inclusive Classrooms</em> (SSPATIC) and revealed good internal consistency, for both alpha (<em>α</em> = .81) and omega (<em>ω</em> = .81) coefficients. The measure also demonstrated good test-retest reliability (<em>r</em> = .86) and a dependent t-test was non-significant, indicating mean group temporal stability (<em>t </em>= -.599, <em>p </em>= .557). Implications for practice, strengths and limitations of the study, along with future directions were discussed.</p>","abstract_html":"&lt;p&gt;The purpose of this study was to extend Sugita and Busse’s (2015, 2016) work on the &lt;em&gt;Scale of Teachers’ Attitudes towards Inclusive Classrooms&lt;/em&gt; (STATIC) to school psychologists. This study sought to answer the following research questions: (1) What is the potential factor structure of the STAITC with a sample of school psychologists?; (2) What is the internal consistency of the STATIC when used with school psychologists?; and (3) Are there differences between school psychologists and teachers in relation to attitudes toward inclusive education?&lt;/p&gt; &lt;p&gt;An expert panel was utilized to create an adapted version of the STATIC for school psychologists. Responses from California-based school psychologists (&lt;em&gt;N&lt;/em&gt; = 76) were analyzed through an exploratory factor analysis (EFA) with varimax rotation. The EFA resulted in a 4-factor structure accounting for 53.22% of the variance. The newly adapted scale was deemed the &lt;em&gt;Scale of School Psychologists’ Attitudes Towards Inclusive Classrooms&lt;/em&gt; (SSPATIC) and revealed good internal consistency, for both alpha (&lt;em&gt;α&lt;/em&gt; = .81) and omega (&lt;em&gt;ω&lt;/em&gt; = .81) coefficients. The measure also demonstrated good test-retest reliability (&lt;em&gt;r&lt;/em&gt; = .86) and a dependent t-test was non-significant, indicating mean group temporal stability (&lt;em&gt;t &lt;/em&gt;= -.599, &lt;em&gt;p &lt;/em&gt;= .557). Implications for practice, strengths and limitations of the study, along with future directions were discussed.&lt;/p&gt;","abstract_has_math":false,"creators":["Aryadad, Abraham"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Randy T. Busse, Ph.D.","Michael Hass, Ph.D.","Pedro Olvera, Psy.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-08-01T07:00:00Z","date_published":"2023-08-01T07:00:00Z","updated_at":"2026-07-24T01:38:31Z","subjects":["inclusive education","inclusion","school psychology","attitude measurement","scale development","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/education_dissertations/67","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Randy T. 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This study sought to answer the following research questions: (1) What is the potential factor structure of the STAITC with a sample of school psychologists?; (2) What is the internal consistency of the STATIC when used with school psychologists?; and (3) Are there differences between school psychologists and teachers in relation to attitudes toward inclusive education?</p> <p>An expert panel was utilized to create an adapted version of the STATIC for school psychologists. Responses from California-based school psychologists (<em>N</em> = 76) were analyzed through an exploratory factor analysis (EFA) with varimax rotation. The EFA resulted in a 4-factor structure accounting for 53.22% of the variance. The newly adapted scale was deemed the <em>Scale of School Psychologists’ Attitudes Towards Inclusive Classrooms</em> (SSPATIC) and revealed good internal consistency, for both alpha (<em>α</em> = .81) and omega (<em>ω</em> = .81) coefficients. The measure also demonstrated good test-retest reliability (<em>r</em> = .86) and a dependent t-test was non-significant, indicating mean group temporal stability (<em>t </em>= -.599, <em>p </em>= .557). Implications for practice, strengths and limitations of the study, along with future directions were discussed.</p>"]},{"key":"dc:source","label":"Dc Source","values":["Aryadad, A. H. (2023). <em>Generalizability of the Scale of Teachers’ Attitudes Towards Inclusive Classrooms (STATIC) to school psychologists</em> [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. <a href=\"https://doi.org/10.36837/chapman.000502\">https://doi.org/10.36837/chapman.000502</a>"]},{"key":"dc:title","label":"Title","values":["Generalizability of the Scale of Teachers’ Attitudes Towards Inclusive Classrooms (STATIC) to School Psychologists"]}]}],"canonical_facts":{"dc:contributor":["Randy T. 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